By Swee Fong Ng
This publication exhibits how video know-how can be utilized to notify academics’ own perform, and gives new info and real-world case experiences no longer lined by way of any past e-book at the subject.
Initial chapters discover how practising lecturers can view their very own recorded classes and take steps to enhance their equipment, whereas next chapters learn how pre-service and in-service lecturers can use recorded classes to enhance how they train chosen ideas, or to raised exhibit particular studying procedures corresponding to mathematical modeling and challenge solving.
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Additional info for Cases of Mathematics Professional Development in East Asian Countries: Using Video to Support Grounded Analysis
Discussion and Implications This chapter aimed to discuss teacher competencies during the facilitation of modelling tasks. It outlined some teacher competencies displayed by the teacher involved in the case study research. These are mainly associated with teacher knowledge of the modelling cycle and teacher intervention. For example, it was observed that the teacher’s facilitation prompted the students to move from one stage of the modelling cycle to the next, focusing on certain elements of the modelling process such as formulating and interpreting.
Henn, & M. ), Modelling and applications in mathematics education: The 14th ICMI study (pp. 69–78). New York: Springer. , & English, L. D. (2006). Middle grade teachers’ learning through students’ engagement with modeling tasks. Journal of Mathematics Teacher Education, 9(1), 5–32. , & Fauzan, A. (2010). Examining teacher’s role in relation to their beliefs and expectations about students’ thinking in design research. In R. K. Sembiring, K. Hoogland, & M. ), A decade of PMRI in Indonesia (pp. 175–187).
P. 2 Structure of research cycle Meeting Cycle 1 1–4 Purpose Data collected Duration Teachers and the CC planned the fraction lesson 4h 5 Teachers and CC observed lesson taught by John Lesson plan Audio recording Field notes Students’ work Photographs Audio recording Audio recording 1 h (53 min) Lesson plan Audio recording Video recording Students’ work Audio recording 4h 6 Cycle 2 7–10 To prepare for the reflection session, CC used the framework to analyse artefacts from John’s lesson Reflection session with teachers The CC used the framework to guide teachers’ reflections and to try to improve the quality of their reflections Teachers and the CC planned the conversion lesson 11 Teachers observed CC teach the conversion lesson 12 Reflection 1h 1h 1 h (38 min) The objective of cycle 1 was to collect data which the CC then used, with the aid of the framework, to select critical moments to facilitate the teachers’ reflections conducted in the 6th meeting.
Cases of Mathematics Professional Development in East Asian Countries: Using Video to Support Grounded Analysis by Swee Fong Ng