Developing teacher competencies through videos for facilitation of mathematical modelling in Singapore primary schools

Ng, Kit Ee Dawn, Widjaja, Wanty, Chan, Chun Ming Eric and Seto, Cynthia 2015, Developing teacher competencies through videos for facilitation of mathematical modelling in Singapore primary schools. In Ng, S.F. (ed), Cases of mathematics professional development in East Asian countries, Springer, Berlin, Germany, pp.15-38, doi: 10.1007/978-981-287-405-4.

Attached Files
Name Description MIMEType Size Downloads

Title Developing teacher competencies through videos for facilitation of mathematical modelling in Singapore primary schools
Author(s) Ng, Kit Ee Dawn
Widjaja, WantyORCID iD for Widjaja, Wanty orcid.org/0000-0002-7288-6088
Chan, Chun Ming Eric
Seto, Cynthia
Title of book Cases of mathematics professional development in East Asian countries
Editor(s) Ng, S.F.
Publication date 2015
Series Mathematics Teacher Education
Chapter number 3
Total chapters 15
Start page 15
End page 38
Total pages 23
Publisher Springer
Place of Publication Berlin, Germany
Keyword(s) primary school
modelling competencies
mathematical modelling
teacher education
Summary Mathematical modelling tasks which are situated in real-world contexts encourage students to draw connections between school-based mathematics and the real-world, enhancing their engagement in learning. Such tasks often require varied interpretations of the real-world problem context resulting in multiple pathways of solutions. Although mathematical modelling has been introduced in the Singapore mathematics curriculum since 2007, its incorporation in schools has been limited. One reason for this could be that teachers are challenged by how best to facilitate for rich student mathematisation processes during such tasks. This chapter reports how a multi-tiered teaching experiment using design research methodology was conducted to build teachers’ capacity in designing, facilitating, and evaluating student mathematisation during mathematical modelling tasks with an intact class of Primary 5 students (aged 10-11). The use of videos was critical because grounded images helped capture the dynamics and complexity of authentic classroom interactions. This chapter highlights how video recordings of teacher-student interactions during a modelling task were harnessed during design methodology cycles, particularly during the Retrospective Analysis phase, to activate critical moments of learning for the teacher towards developing her competencies in facilitating students’ mathematisation processes.
ISBN 9789812874047
Language eng
DOI 10.1007/978-981-287-405-4
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category B1 Book chapter
Copyright notice ©2015, Springer Verlag
Persistent URL http://hdl.handle.net/10536/DRO/DU:30073220

Document type: Book Chapter
Collection: School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 1 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 209 Abstract Views, 5 File Downloads  -  Detailed Statistics
Created: Tue, 12 May 2015, 19:37:48 EST

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.