Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/4475
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dc.contributor.authorChua, Boon Liang-
dc.contributor.authorHoyles, Celia-
dc.date.accessioned2011-05-25T08:32:10Z-
dc.date.available2011-05-25T08:32:10Z-
dc.date.issued2010-08-
dc.identifier.citationPaper presented at the 5th East Asia Regional Conference on Mathematics Education, Tokyo, 18-22 August 2010-
dc.identifier.urihttp://hdl.handle.net/10497/4475-
dc.description.abstractThis paper reports a study whose aim was to examine teacher and student choices of generalising strategy to determine what teachers would prioritise and what students would judge as the most helpful strategy for expressing generality. Data were collected through the administration of a worksheet and a questionnaire to 16 secondary school mathematics teachers and 47 Secondary One students. The worksheet task concerned finding the functional rule underpinning a linear pattern. The questionnaire involved selecting and justifying the strategy that would best help students to establish the rule. The data were analysed to distinguish the kinds of views the teachers and students held about the various generalising strategies. The findings revealed differences in the judgements of teachers and students regarding the best-help generalising strategy.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.subjectPattern generalisationen
dc.subjectteachers' pedagogical content knowledgeen
dc.subjectstudent generalising strategyen
dc.titleTeacher and student choices of generalising strategies: A tale of two views?en
dc.typeConference Paperen
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item.fulltextWith Fulltext-
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