MCP: Scenario 1

Making connections between procedures
Scenario: Christiana teaching division by multiples of ten Country: Cyprus Grade (student age): Year 5 (age 10-11) Contributed by: Marilena Petrou Context – national, curricular, professional, other Christiana was a final year university student in a 4 year teacher prapeartion programme. To become a teacher in Cyprus you take part in a 4 year university degree in elementary education. Students are trained to teach all subjects and with the completion of the programme they are considered qualified teachers. During the last year of the progrmme students choose an area of specilisation and take part in a school based teaching experience.  Christiana was in her last years of her training and she chose to specialise in mathematics. Mathematics was one of her favourite subjects and she had a very positive attitude…
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RSI: Scenario 1

Responding to students' ideas
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. Figure 1 illustrates the four schemas that are included in mathematics textbooks in Cyprus used to describe the semantic relations found in story problems, namely, ‘change’, ‘group’, ‘compare’, and ‘vary’                     Figure 1: Schema- problems The scenario described below comes from a lesson taught by Elsa. Elsa, a final year university student in a teacher preparation programme, was teching problem solving using Schema-Based Instruction with a…
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RSI: Scenario 3

Responding to students' ideas
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.…
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UIM: Scenario 3

Use of instructional materials
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 are produced by policy makers. The mathematics textbooks in Cyprus are year-based, and all students at a particular grade are taught the same mathematics for the same length of time from the same textbook. These textbooks are consistent with fundamental principles of constructivist views of learning and teaching mathematics. Activities are designed with the purpose of helping students to construct their own understanding of different topics, while teachers are seen as facilitators in the process of learning, whose aim is to create a teaching environment that supports exploration of different…
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CUE: Scenario 3

Choice of examples
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. Figure 1 illustrates the four schemas that are included in mathematics textbooks in Cyprus used to describe the semantic relations found in story problems, namely, ‘change’, ‘group’, ‘compare’, and ‘vary’ Figure 1: Schema- problems   Scenario Elsa, a final year university student in a teacher preparation programme, was teching problem solving using Schema-Based Instruction with a Year 5 (pupils age 10-11) class. The lesson took place in a school-based placement towards the end of her…
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