Scenario: Laura teaching column multiplication Country: UK Grade (student age): Year 5 (age 9-10) Contributed by: Tim Rowland, University of Cambridge, UK Context: national, curricular, professional, other At the time when this lesson was recorded, mathematics in primary schools was
Teacher Demonstration
Use of instructional materials
UIM: Scenario 1
Scenario: Teaching of fractions Country: Norway Grade (student age): Year 5 (age 10-11) Contributed by: Ove Gunnar Drageset, University of Tromsoe, Norway Context The teacher has 35 years of experience as a teacher. The lesson is taught mid-way through the
UIM: Scenario 2
Scenario: Teaching of fractions Country: Norway Grade (student age): Example 1 - year 7 (age 12-13) Contributed by: Ove Gunnar Drageset, University of Tromsoe, Norway Context The teacher in example one has 25 years of experience as a teacher. The
UIM: Scenario 3
Scenario: Christiana’s teaching multiplication by powers of ten Country: Cyprus Grade (student age): Year 4 (age 9-10) Contributed by: Marilena Petrou Context – national, curricular, professional, other In Cyprus textbooks are used on a daily basis in the classroom, and
CUR: Scenario 1
Scenario: Sharon teaching subtraction Country: UK Grade (student age): Year 4 (age 8-9) Contributed by: Ray Huntley, Brunel University, UK Context – national, curricular, professional, other Subtraction is taught to primary children as being either ‘take-away’ or ‘difference’, with various
CUR: Scenario 2
Scenario: Umay teaches the limit concept Country: Turkey Grade (student age): K 12 (age 17-18) Contributed by: Semiha KULA, Esra BUKOVA GÜZEL, University of Dokuz Eylül, Turkey Context – national, curricular, professional, other Secondary school lasts four years in Turkey,
CUR: Scenario 3
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,
Choice of Examples
Based on reviewing the original data that gave rise to the codes as well as the new scenarios contributed by our research group, we have generated the following descriptors or aspects of CUE: “Strong” examples of CUE: High cognitive demand