Mathematics Teacher Practice and Student Perception of How They Learn Mathematics in the Context of Singapore

Autor/in	Kaur, Berinderjeet
Titel	Mathematics Teacher Practice and Student Perception of How They Learn Mathematics in the Context of Singapore
Quelle	In: ZDM: Mathematics Education, 54 (2022) 2, S.387-402 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaur, Berinderjeet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-021-01318-2
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Teaching Methods; Foreign Countries; Educational Objectives; Mathematics Skills; Skill Development; Misconceptions; Singapore + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Missverständnis; Singapur
Abstract	In this paper a part of the data from a larger study, the Enactment Project, is explored. The exploration is guided by two research questions. The first is specific to the instructional core of teacher practice while the second is related to student perceptions of how they learn mathematics. The project adopted the Complementary Accounts Methodology. Micro-analysis of how three teachers enacted their instructional objectives, using qualitative data analysis methods, led to the identification of three components of an instructional core, namely, Development of concepts and skills [D], Student work [S] and Review of student work [R] that pervade the lessons of the three teachers. They enacted their instructional objectives through instructional cycles comprising combinations of D, S, and R. A lesson was found to comprise one or more instructional cycles. The post-lesson video-stimulated student interview data, showed that teachers helped their students learn mathematics in their lessons specifically in the S and R activity segments. This paper also dispels the myth about stereotypical mathematics instruction in Asian classrooms whilst contributing to this issue of ZDM in memory of David Clarke. It was his work related to the Complementary Accounts Methodology that provided colleagues in Singapore with a tool to illuminate mathematics instruction in their schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01