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Conference Paper: Students’ class works: an example in Hong Kong 8th grade mathematics classroom

TitleStudents’ class works: an example in Hong Kong 8th grade mathematics classroom
Authors
Issue Date2012
PublisherInternational Commission on Mathematical Instruction (ICME).
Citation
The 12th International Congress on Mathematical Education (ICME-12), COEX, South Korea, 8-15 July 2012. In Proceedings of ICME-12, 2012, p. 4402-4411 How to Cite?
AbstractThe student’s class work of an 8th grade mathematics classroom in Hong Kong has been studied. The data were obtained from the Learning Perspective Study (LPS). Five consecutive lessons for the topic of “solving simultaneous equation by the graphical method and the method of substitution” were analyzed. The tasks in the lessons were differentiated as the teacher’s examples and the student’s class work. The cognitive domains of the student’s class work were further classified. All the tasks were classified as either knowing or applying, and no reasoning domain was identified. Results showed that most of students imitated the teacher’s examples completely or partly. Only two of the tasks showed modification of teacher’s method and one task solved by student’s own method. Finally, we argue that the strong direct role of teacher might help the students master their mathematical content in a relatively short time but may have the danger of limiting the students’ opportunity for independent thinking.
DescriptionTopic Study Group 21 - Research on classroom practice
Persistent Identifierhttp://hdl.handle.net/10722/161226

 

DC FieldValueLanguage
dc.contributor.authorYau, KWen_US
dc.contributor.authorMok, IACen_US
dc.date.accessioned2012-08-16T07:09:52Z-
dc.date.available2012-08-16T07:09:52Z-
dc.date.issued2012en_US
dc.identifier.citationThe 12th International Congress on Mathematical Education (ICME-12), COEX, South Korea, 8-15 July 2012. In Proceedings of ICME-12, 2012, p. 4402-4411en_US
dc.identifier.urihttp://hdl.handle.net/10722/161226-
dc.descriptionTopic Study Group 21 - Research on classroom practice-
dc.description.abstractThe student’s class work of an 8th grade mathematics classroom in Hong Kong has been studied. The data were obtained from the Learning Perspective Study (LPS). Five consecutive lessons for the topic of “solving simultaneous equation by the graphical method and the method of substitution” were analyzed. The tasks in the lessons were differentiated as the teacher’s examples and the student’s class work. The cognitive domains of the student’s class work were further classified. All the tasks were classified as either knowing or applying, and no reasoning domain was identified. Results showed that most of students imitated the teacher’s examples completely or partly. Only two of the tasks showed modification of teacher’s method and one task solved by student’s own method. Finally, we argue that the strong direct role of teacher might help the students master their mathematical content in a relatively short time but may have the danger of limiting the students’ opportunity for independent thinking.-
dc.languageengen_US
dc.publisherInternational Commission on Mathematical Instruction (ICME).-
dc.relation.ispartofProceedings of ICME-12en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleStudents’ class works: an example in Hong Kong 8th grade mathematics classroomen_US
dc.typeConference_Paperen_US
dc.identifier.emailYau, KW: sammiyau@hku.hken_US
dc.identifier.emailMok, IAC: iacmok@hku.hken_US
dc.identifier.authorityMok, IAC=rprp00939en_US
dc.description.naturepostprint-
dc.identifier.hkuros204732en_US
dc.identifier.spage4402-
dc.identifier.epage4411-

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