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Title: The case teacher’s approach to Bridging and the knowledge co-construction process around it – The researchers’ perspectives
Authors: Fang, Yanping
Lioe, Luis Tirtasanjaya
Gayatri Balakrishnan
Yeow, Mun Ching
Issue Date: 2011
Citation: Paper presented at the 4th Redesigning Pedagogy International Conference, Singapore, 30 May to 1 June 2011
Abstract: This paper presents findings from observations of the case teacher’s unit of lessons that informed the development of the video cases and teacher participation in the online PLCs. A simplified version of Nassaji & Wells’ (2000) IRF-discourse structure and the Mathematics Curriculum Framework (CPDD, 2005) reveals that the bridging from model method to algebra was done through ‘discussion of problem sums’ by purposefully and carefully building upon students’ work using model method. The lessons followed predominant IRF structure where teachers’ initiated discourse plays key role in developing students’ processes, metacognition, and attitudes towards building connection between the two methods. Such classroom discourse patterns informed the development of viewing questions that scaffold teachers in viewing the video cases.
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