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

Abstract

The 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.