By Swee Fong Ng
This ebook exhibits how video expertise can be utilized to notify lecturers’ own perform, and offers new facts and real-world case reviews now not lined via any prior publication at the subject.
Initial chapters discover how working towards academics can view their very own recorded classes and take steps to enhance their equipment, whereas next chapters learn how pre-service and in-service academics can use recorded classes to enhance how they train chosen recommendations, or to raised express particular studying approaches comparable to mathematical modeling and challenge solving.
Read Online or Download Cases of Mathematics Professional Development in East Asian Countries: Using Video to Support Grounded Analysis PDF
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Extra info for Cases of Mathematics Professional Development in East Asian Countries: Using Video to Support Grounded Analysis
With group 1, the time allocated to listening to their responses allowed Teacher-S to extend the group’s model development process. 2, lines 9–14). The video footages discussed here were powerful stimuli to create in Teacher-S the awareness that she needed to strike a balance, between offering questions to the students and taking a step back to pause and listen for students to provide a considered response. 4, lines 13–24). The video was instrumental in creating this grounded image between the teacher and the researcher.
New York: Springer. Balakrishnan, G. (2011). Mathematical modelling: Insights from Singapore. Paper presented at the connecting to practice – Teaching practice and the practice of applied mathematicians: The 15th international conference on the teaching of mathematical modelling and applications, Australian Catholic University (St. Patrick), Melbourne, Australia. , & Blum, W. (2010). Insights into teachers’ unconscious behaviour in modeling contexts. In R. Lesh, P. L. Galbraith, C. R. Haines, & A.
I tried to generate more discussion by sharing one observation [line 4] which the teachers probably had forgotten or felt unimportant. By rephrasing Emily’s descriptions of John’s pedagogical movements [line 5], and prompting the teachers to recall what John did during the fraction lesson [line 6], John was able to recall what he did describing mainly the incident [line 7] but he was still reflecting at level 1. Nina built on John’s recollection [lines 8–9] and showed the photograph in Fig. 4 to support her reflection.