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
RSI: Scenario 1
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
RSI: Scenario 2
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
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
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,
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
Deviation from lesson agenda
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
Teacher insight
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’
Responding to (un)availability of tools and resources
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
RAT: Scenario 1
Scenario: Holly teaching estimating Country: USA Grade (student age): Grade 4 (age 9-10) Contributed by: Tracy Weston, University of Alabama, USA Context –curricular, professional, other As is the case in the United States, North Carolina has state mandated goals and