Fostering teacher competencies in incorporating mathematical modelling in Singapore primary mathematics classrooms
Contribuinte(s) |
[Unknown] |
---|---|
Data(s) |
01/01/2013
|
Resumo |
Until recently, the limited use of modelling activities in Singapore mathematics classrooms despite the incorporation of mathematical modelling in the curriculum since 2003 could be due to a lack of concerted efforts in teacher preparation. Explicit guidelines have recently been developed by the Ministry of Education (CPDD, 2012) with a view to harness the potentials of modelling activities for fostering 21st Century Competences in students. This paper illustrates how a multi-tiered teaching experiment using design research methodology was conducted to build teachers' capacity in facilitating and designing modelling tasks using a case study involving an experienced teacher in a primary 5 (aged 10-11) mathematics classroom. Implications on the identification of teacher competencies to be focused upon during teacher development in incorporating mathematical modelling in Singapore classrooms will be drawn. |
Identificador | |
Idioma(s) |
eng |
Publicador |
EARCOME |
Relação |
http://dro.deakin.edu.au/eserv/DU:30056166/widjaja-fosteringteacher-2013.pdf http://earcome6.kku.ac.th/earcome/ |
Direitos |
2013, EARCOME |
Palavras-Chave | #design methodology #mathematical modelling #teacher education #teaching experiment |
Tipo |
Conference Paper |