## RSI: Scenario 3

Scenario: Christiana teaching average Country: Cyprus Grade (student age): Year 6 (age 11-12) Contributed by: Marilena Petrou Context – national, curricular, professional, other Christiana was a final year university student in a teacher praparation programme , Teacher training in Cyprus involves taking part in a 4 year university degree in elementary education. Teachers are trained to teach all subjects of the school curriculum and during their last year the take part in a school based placement where they teach a series of lessons in all subjects throughout the year. With the completion of the programme the teachers are qualified to teach. The lesson took place in a school-based placement towards the end of her four-year teacher preparation. Scenario Christiana, was teaching mean with a Year 6 (pupils age 11-12) class.…

## RSI: Scenario 4

Scenario: Hans teaching fractions greater than one Country: Norway Grade (student age): Year 5 (age 11-12) Contributed by: Bodil Kleve, Oslo and Akershus University College of Applied Sciences Context – national, curricular, professional, other In our present curriculum LK 06, competence aims for the subject are presented after year 2, year 4, year 7 and year 10. This lesson is from year five. With regard to fractions, competence aims after year 4 do not include any. After year 7 fractions are included in Competence aims for numbers and algebra: “The aim for the education is that the pupil shall be able to describe the place value system for decimal numbers, calculate with positive and negative whole numbers, decimal numbers, fractions and percentages, and place them on the real number line…

## RSI: Scenario 5

Scenario: Heidi revising percentages Country: UK Grade (student age): Year 8 (age 12-13) Contributed by: Anne Thwaites, University of Cambridge, UK Context – national, curricular, professional, other The National Curriculum for mathematics in England includes work on fractions, decimals and percentages in Key Stage 3 (years 7-9, pupil age 11-14). Heidi was revising the four operations with fractions, before moving on to discuss some word problems related to percentages. Heidi was a graduate pre-service teacher, and the lesson took place in a school-based placement towards the end of her one-year teacher preparation. Scenario Heidi, a graduate student-teacher, was teaching in an open entry school (pupil age 11-18) in a village in the UK. The school divides the year group into maths sets (by ability) and Heidi was teaching one of…

## MCC: Scenario 1

Scenario: Bella discussing connections Country: UK Grade (student age): Trainee teacher Contributed by: Gwen Ineson, Brunel University, UK Context –professional Bella is at the end of her one year post-graduate teacher training course.  She has completed nineteen weeks of sustained school experience and her most recent experience was in a year 1 class of five and six year olds.  She was engaging in a discussion about her mathematical subject knowledge for teaching and how she would respond to pupils encountering difficulty with various numerical problems.  Questions included subtraction of a two digit number from a three digit number (234 – 48), multiplication of two digit numbers (52 x 34), multiplication of decimals (3.4 x 4.9) and division of fractions (1 ¾ ÷ ½) . The transcript included below is an…

## AP: Scenario 1

Scenario: Finding three fractions that adds up to one whole Country: Norway Grade (student age): Grade 7 (age 12-13) Contributed by: Ove Gunnar Drageset, University of Tromsoe, Norway Context The teacher has five years teaching experience. The lesson is halfway through grade seven. The competence goals in the Norwegian curriculum are not formulated for each year, but are given after the completion of grade 4, 7 and 10. The students have only met fractions like ½ and ¼ used in everyday situations prior to fifth grade. The competence goals regarding fractions after grade seven focuses on calculations using positive and negative fractions, and placing fractions on a number line. In this case the teacher asks the students in plenary of suggestions to a task that many found difficult. The task…

## AP: Scenario 2

Scenario: Franca solving a story problem with the students. Country: Italy Grade (student age): Year 4 (age 9-10) Contributed by: Marco Bardelli, University of Padova, Italy Context – public primary school, national curriculum The Italian National Curriculum emphasizes the development of students’ number sense through realistic mathematical problems where the estimate of numbers can be performed. The mental calculation has taken great importance  and the students should manage the control of their reasoning.  Moreover the National Curriculum underlines that students should be able to solve mathematical problems with different strategies. Franca is teaching volume measures to her pupils. She has already explained the litre and its submultiples as a measure of capacity. In this lesson she wants to show her pupils how to use mental calculation in a story problem…

## AP: Scenario 3

Scenario: Jim teaching construction of bar charts from tally charts Country: UK Grade (student age): Year 6 (age 9-11) Contributed by: Fay Turner, University of Cambridge, UK Context – national, curricular, professional, other Jim was a student teacher in the final term of a postgraduate teacher education course. During his final school placement, he was teaching a unit about data handling to a Year 6 class.  In a previous lesson he had shown them how to make tally charts to record the frequency of different phenomena. One of the displays in the classroom consisted of a number of different bar charts that the pupils had made previously.  At this time, curriculum guidance for mathematics in England suggested that pupils should be able to use tally charts by Year 4 and…