You are not logged in.
Openly accessible

The role of contexts and teacher's questioning to enhance students' thinking

Widjaja, Wanty, Dolk, Maarten and Fauzan, Ahmad 2010, The role of contexts and teacher's questioning to enhance students' thinking, Journal of science and mathematics education in Southeast Asia, vol. 33, no. 2, pp. 168-186.

Attached Files
Name Description MIMEType Size Downloads
widjaja-theroleof-2010.pdf Published version application/pdf 455.14KB 428

Title The role of contexts and teacher's questioning to enhance students' thinking
Author(s) Widjaja, WantyORCID iD for Widjaja, Wanty orcid.org/0000-0002-7288-6088
Dolk, Maarten
Fauzan, Ahmad
Journal name Journal of science and mathematics education in Southeast Asia
Volume number 33
Issue number 2
Start page 168
End page 186
Total pages 19
Publisher SEAMEO Regional Centre for Education in Science and Mathematics
Place of publication Penang, Malaysia
Publication date 2010-12
ISSN 0126-7663
Keyword(s) Realistic Mathematics Education
design research
fractions
contexts
thinking
teachers
Summary This paper discusses results from a design research in line with Realistic Mathematics Education (RME). Daily cycles of design, classroom experiments, and retrospective analysis are enacted in five days of working about division by fractions. Data consists of episodes of video classroom discussions, and samples of students’ work. The focus of discussion and analysis centres on the role of contexts and the role of teachers’ probing questions to elicit students’ thinking. Our findings suggest that contexts that are meaningful for and understandable by students bring out rich mathematical thinking and discussion amongst students. Meaningful contexts combined with teacher’s probing questions - highlighting big mathematical ideas - allow students to attain various approaches at different levels of formal mathematics.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930201 - Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2010, SEAMEO Regional Centre for Education in Science and Mathematics
Persistent URL http://hdl.handle.net/10536/DRO/DU:30048397

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 364 Abstract Views, 431 File Downloads  -  Detailed Statistics
Created: Mon, 17 Sep 2012, 16:01:19 EST by Wanty Widjaja

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.