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Article: Missing learning opportunities in classroom instruction: Evidence from an analysis of a well-structured lesson on comparing fractions

TitleMissing learning opportunities in classroom instruction: Evidence from an analysis of a well-structured lesson on comparing fractions
Authors
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
Citation
The 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.
Persistent Identifierhttp://hdl.handle.net/10722/60004
ISSN

 

DC FieldValueLanguage
dc.contributor.authorMok, IACen_HK
dc.contributor.authorCai, Jen_HK
dc.contributor.authorFung, ATFen_HK
dc.date.accessioned2010-05-31T04:01:58Z-
dc.date.available2010-05-31T04:01:58Z-
dc.date.issued2008en_HK
dc.identifier.citationThe Mathematics Educator, 2008, v. 11 n. 1-2, p. 111-126en_HK
dc.identifier.issn0218-9100en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60004-
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.languageengen_HK
dc.publisherAssociation of Mathematics Educators. The Journal's web site is located at http://math.coe.uga.edu/tme/tmeonline.htmlen_HK
dc.relation.ispartofThe Mathematics Educatoren_HK
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 fractionsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1062-9017&volume=11&spage=111&epage=126&date=2008&atitle=Missing+learning+opportunities+in+classroom+instruction:+Evidence+from+an+analysis+of+a+well-structured+lesson+on+comparing+fractions.en_HK
dc.identifier.emailMok, IAC: iacmok@hkucc.hku.hken_HK
dc.identifier.authorityMok, IAC=rp00939en_HK
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros161713en_HK
dc.identifier.volume11-
dc.identifier.issue1-2-
dc.identifier.spage111-
dc.identifier.epage126-
dc.publisher.placeSingapore-

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