Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/6181
Title: 
Authors: 
Keywords: 
Design research
Mathematical modelling
Primary
Questioning
Teacher education
Issue Date: 
2015
Citation: 
Ng, D. K. E., Widjaja, W., Chan, E. C. M., & Seto, C. (2015). Activating teacher critical moments of learning through reflection. In The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges (pp. 3347-3356). Cham, Switzerland: Springer International Publishing.
Abstract: 
Mathematical modelling is one of the current focuses in the Singapore Mathematics Curriculum Framework. A multi-tiered teaching experiment using design research methodology was conducted to build teachers' capacity in designing, facilitating, and evaluating learning during mathematical modelling tasks for Primary 5 students (aged 10-11). This paper illustrates the use of the retrospective analysis phase within design research cycles to activate a critical moment of teacher learning involving the interplay between questioning and listening during her first attempt at facilitating a mathematical modelling task. The teacher affirmed her deliberate focuses in the use of questions to (a) refine students' models, (b) encourage articulation of student ideas in self-evaluation of the models, and (c) clarify and understand student reasoning. However, she also discovered the importance of interpretative listening in conjunction with questioning to promote more sophisticated mathematisation processes in model development. Implications from the use of the retrospective analysis phase on activating critical moments of learning during teacher education will be discussed.
Description: 
This paper was published in the Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges, held in Seoul. Korea from 8 – 15 Jul 2012
URI: 
Appears in Collections:Conference Papers

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