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Article: Missing learning opportunities in classroom instruction: Evidence from an analysis of a well-structured lesson on comparing fractions
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TitleMissing learning opportunities in classroom instruction: Evidence from an analysis of a well-structured lesson on comparing fractions
 
AuthorsMok, IAC
Cai, J
Fung, ATF
 
KeywordsHigher-order thinking skills
Basic skills
Fractions
Mathematics learning and teaching
 
Issue Date2008
 
PublisherAssociation of Mathematics Educators. The Journal's web site is located at http://math.coe.uga.edu/tme/tmeonline.html
 
CitationThe Mathematics Educator, 2008, v. 11 n. 1-2, p. 111-126 [How to Cite?]
 
AbstractThis paper analyzed a well-structured lesson to examine the opportunities and missing opportunities for students’ learning in terms of developing basic skills and higher-order thinking skills. The instructional activities in the lesson that show a very systematic choice of variation and clear focus, may serve well the goal of teaching a specific basic skill. However, the type of engagement the teacher created in the lesson is less ideal for fostering students’ higher-order thinking skills. While both basic and higher-order thinking skills are important and it is not necessary to sacrifice basic skills for higher-order thinking, nor higher-order thinking for basic skills, this paper calls for research and design classroom instruction to develop both basic skills and higher-order thinking.
 
DescriptionThe article can be viewed at http://math.nie.edu.sg/ame/matheduc/journal/v11_12/v11_111.aspx
 
ISSN0218-9100
 
DC FieldValue
dc.contributor.authorMok, IAC
 
dc.contributor.authorCai, J
 
dc.contributor.authorFung, ATF
 
dc.date.accessioned2010-05-31T04:01:58Z
 
dc.date.available2010-05-31T04:01:58Z
 
dc.date.issued2008
 
dc.description.abstractThis paper analyzed a well-structured lesson to examine the opportunities and missing opportunities for students’ learning in terms of developing basic skills and higher-order thinking skills. The instructional activities in the lesson that show a very systematic choice of variation and clear focus, may serve well the goal of teaching a specific basic skill. However, the type of engagement the teacher created in the lesson is less ideal for fostering students’ higher-order thinking skills. While both basic and higher-order thinking skills are important and it is not necessary to sacrifice basic skills for higher-order thinking, nor higher-order thinking for basic skills, this paper calls for research and design classroom instruction to develop both basic skills and higher-order thinking.
 
dc.descriptionThe article can be viewed at http://math.nie.edu.sg/ame/matheduc/journal/v11_12/v11_111.aspx
 
dc.identifier.citationThe Mathematics Educator, 2008, v. 11 n. 1-2, p. 111-126 [How to Cite?]
 
dc.identifier.epage126
 
dc.identifier.hkuros161713
 
dc.identifier.issn0218-9100
 
dc.identifier.issue1-2
 
dc.identifier.openurl
 
dc.identifier.spage111
 
dc.identifier.urihttp://hdl.handle.net/10722/60004
 
dc.identifier.volume11
 
dc.languageeng
 
dc.publisherAssociation of Mathematics Educators. The Journal's web site is located at http://math.coe.uga.edu/tme/tmeonline.html
 
dc.publisher.placeSingapore
 
dc.relation.ispartofThe Mathematics Educator
 
dc.subjectHigher-order thinking skills
 
dc.subjectBasic skills
 
dc.subjectFractions
 
dc.subjectMathematics learning and teaching
 
dc.titleMissing learning opportunities in classroom instruction: Evidence from an analysis of a well-structured lesson on comparing fractions
 
dc.typeArticle
 
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