Contingency
6 years, 1 month ago Posted in: Dimensions, Contingency 0

This category concerns classroom events that are almost impossible to plan for. In commonplace language it is the ability to ‘think on one’s feet’. In particular, the readiness to respond to children’s ideas and a consequent preparedness, when appropriate, to deviate from an agenda set out when the lesson was prepared. A constructivist view of […]

6 years, 2 months ago Posted in: Responding to students' ideas 0

Responding to Students’ Ideas (RSI)   This code includes the ability to make cogent, reasoned and well-informed responses to unanticipated ideas or suggestions from students These teachers’ responses are to students’ contributions to the (mathematical) development of the lesson. These contributions are typically oral, but could be written. Our analysis of the data available to […]

6 years, 2 months ago Posted in: Responding to students' ideas 0

Scenario: Solving problems using Schema-Based Instruction Country: Cyprus Grade (student age): Year 5 (age 10-11) Contributed by: Marilena Petrou Context – national, curricular, professional, other Schema-Based Instruction aims to develop students’ understanding of the basic relations found in arithmetic word problems (Marshall, 1995). Students are taught to map features of word problems onto problem schemata. […]

6 years, 2 months ago Posted in: Responding to students' ideas 0

Scenario: Róisín teaching equivalence of fractions Country: Ireland Grade (student age): 3rd class (age 8-9) Contributed by: Dolores Corcoran, St Patrick’s College, Drumcondra, Ireland Context – national, curricular, professional, other The Irish primary curriculum proposes that “the child should be enabled to identify fractions and equivalent forms of fractions with denominators 2, 4, 8 and […]

6 years, 2 months ago Posted in: Responding to students' ideas 0

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 […]

6 years, 2 months ago Posted in: Responding to students' ideas 0

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 […]

6 years, 2 months ago Posted in: Responding to students' ideas 0

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 […]

6 years, 3 months ago Posted in: Deviation from lesson agenda 0

Contingency, Deviation from Agenda Descriptors / aspects of DA Good examples: When the teacher displays deeper subject matter knowledge to enhance pupils’ understanding When the teacher displays deeper subject matter knowledge in taking a pupil’s remark as a starting point for deeper enquiry Spending time in questioning /probing pupils in order to find out why […]

6 years, 4 months ago Posted in: Teacher insight 0

TI ‘Good’ examples Teacher stops to reflect-in- action and changes tack (example or representation being used) Explains that perhaps something else might work better & explains why Says, ‘Gosh, I hadn’t thought of that’ or says ‘Let’s retrace our steps’ & perhaps work backwards Realising that children are constructing the mathematical ideas and something that […]

Good examples:   Draws on alternative knowledge resources, and/or makes significant epistemological accommodation in response to lack of intended technology or resource. Draws on alternative knowledge resources, and/or makes significant epistemological accommodation in response to availability of unplanned for technology or resource. Finds an alternative means to explain a concept or demonstrate a procedure in […]