CUR: Scenario 1

Choice of representations
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 models and images used to help children understand the processes involved. In terms of finding a difference, the notions of ‘counting back’ or ‘counting on’ are often introduced, and the hundred square can be a useful image to assist with this process. Sharon, a final year undergraduate trainee was reviewing these ideas with her class, starting with subtracting single digits from 10, before going on to discuss other examples which extended the method into subtracting single-digit and  two-digit numbers from multiples of 10. Scenario Sharon was teaching a Year 4…
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CUR: Scenario 2

Choice of representations
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, between the ages 15 and 18. According to the national secondary school mathematics curriculum, the limit concept is thought during the last year of secondary school. Teacher education program for secondary mathematics education is a five year program; the first three-and-half years are undergraduate studies and remaining year and half is a non-thesis masters’ program. In these programs, subject matter knowledge, general pedagogical knowledge, and pedagogical content knowledge oriented lessons are taught. There are also lessons related to school-based placement in the last three semesters. Umay is a pre-service teacher…
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CUR: Scenario 3

Choice of representations
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…
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