Teacher knowledge for modelling and problem solving

Unknown, Conference object English OPEN
Wake, Geoffrey ; Foster, Colin ; Swan, Malcolm (2014)

This article reports on a study that has researched teacher professional learning in lesson study communities that enquired into how we might better support students develop skills in problem solving and mathematical modelling. A rationale for professional development of this type, both in in terms of its structure and focus, is presented followed by an illustrative description from the study of a typical research lesson and issues raised in the post-lesson discussion. This is used to provide insight into some of the key issues to consider in developing teacher knowledge for modelling and problem solving.
  • References (14)
    14 references, page 1 of 2

    Ainley, J., Pratt, D. & Hansen, A. (2006) Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32, 23-38.

    Beach K.D. (1999) Consequential transitions: A sociocultural expedition beyond transfer in education. Review of Research in Education, 24, 101-139.

    Boland, R.J. & Tenkasi, R.V. (1995) Perspective making and perspective taking in communities of knowing. Organization Science, 6(4), 350-372.

    Brousseau, G. (1997) Theory of Didactical Situations in Mathematics. Dordrecht: Kluwer.

    Cai, J & Howson, G. (2013) Towards an International Mathematics Curriculum. In Clements, K. et al. (Eds.), Third International Handbook of Mathematics Education (pp. 949-974). New York: Springer.

    Doig, B. & Groves, S. (2012) Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.

    Engeström, Y. (2001) Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.

    Joubert, M. & Sutherland, R. (2009) A perspective on the literature": CPD for teachers of mathematics. Sheffield: NCETM.

    OECD (Organisation for Economic Co-operation and Development) (2003) The PISA 2003 Assessment Framework - Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.

    Star, S.L. & Griesemer, J.R. (1989). Institutional ecology, “translations” and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science, 19(3), 387-420.

  • Metrics
    No metrics available
Share - Bookmark