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Article: Insights From Students' Private Work In Their Notebooks: How Do Students Learn From The Teacher's Examples?
Title  Insights From Students' Private Work In Their Notebooks: How Do Students Learn From The Teacher's Examples? 

Authors  
Issue Date  2016 
Citation  Educational Studies In Mathematics, 2016, p. 118 How to Cite? 
Abstract  Students’ seatwork plays an important part in their learning in their lessons, and very often, students record their private work in the notebooks during seatwork. The students’ private work in their notebooks reflects students’ learning and thinking, representing explicit learning outcomes. The students’ private work in their notebooks of 14 mathematics lessons of an eighthgrade Hong Kong classroom was analyzed. The mathematical tasks used in the lessons were categorized with the Trends in International Mathematics and Science Study (TIMSS) cognitive domains framework. The implementation of the tasks was recorded in cycles of teacher’s examples (TEs) and students’ exercises (SEs). By comparing the methods employed by the students and the teacher, the students’ methods were found to be mainly imitation or partial imitation regardless of the cognitive domains of the students’ exercises. The students’ perspectives on the instructional practice expressed in the postlesson interviews were used as a triangulation for the results. The results showed that the students appreciated the teacher’s explanation and demonstration in the teacher’s exposition. Finally, the authors argue that the high percentages of imitation of teacher’s methods not only are due to the students’ choice, but also are influenced by the Confucian heritage cultures. 
Persistent Identifier  http://hdl.handle.net/10722/234105 
DC Field  Value  Language 

dc.contributor.author  Yau, KW   
dc.contributor.author  Mok, IAC   
dc.date.accessioned  20161014T06:59:05Z   
dc.date.available  20161014T06:59:05Z   
dc.date.issued  2016   
dc.identifier.citation  Educational Studies In Mathematics, 2016, p. 118   
dc.identifier.uri  http://hdl.handle.net/10722/234105   
dc.description.abstract  Students’ seatwork plays an important part in their learning in their lessons, and very often, students record their private work in the notebooks during seatwork. The students’ private work in their notebooks reflects students’ learning and thinking, representing explicit learning outcomes. The students’ private work in their notebooks of 14 mathematics lessons of an eighthgrade Hong Kong classroom was analyzed. The mathematical tasks used in the lessons were categorized with the Trends in International Mathematics and Science Study (TIMSS) cognitive domains framework. The implementation of the tasks was recorded in cycles of teacher’s examples (TEs) and students’ exercises (SEs). By comparing the methods employed by the students and the teacher, the students’ methods were found to be mainly imitation or partial imitation regardless of the cognitive domains of the students’ exercises. The students’ perspectives on the instructional practice expressed in the postlesson interviews were used as a triangulation for the results. The results showed that the students appreciated the teacher’s explanation and demonstration in the teacher’s exposition. Finally, the authors argue that the high percentages of imitation of teacher’s methods not only are due to the students’ choice, but also are influenced by the Confucian heritage cultures.   
dc.language  eng   
dc.relation.ispartof  Educational Studies In Mathematics   
dc.title  Insights From Students' Private Work In Their Notebooks: How Do Students Learn From The Teacher's Examples?   
dc.type  Article   
dc.identifier.email  Yau, KW: sammiyau@hkucc.hku.hk   
dc.identifier.email  Mok, IAC: iacmok@hku.hk   
dc.identifier.authority  Mok, IAC=rp00939   
dc.identifier.doi  10.1007/s106490169702y   
dc.identifier.hkuros  267308   
dc.identifier.spage  1   
dc.identifier.epage  18   