One secondary teacher's use of problem-solving teaching approaches

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    Abstract

    This paper reports part of a larger study and examines one teacher’s use of problem-solving teaching approaches in Years 7 and 9. Thirteen problem-solving lessons were observed over an 18 month period during which the teacher devised and used 7 different problem-solving tasks. Three tasks are described in detail and analysed in terms of task structure and implementation, and how the teacher managed wholeclass discussions. Analysis highlights changes in the design and use of the tasks. They became more openended and the teacher improved the quality of whole-class discussions to promote student learning and reflection.
    Original languageEnglish
    Title of host publicationMathematics education research
    Subtitle of host publicationnavigating : proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, held at The University of Queensland, Brisbane, Qld, Australia,28th June-1st July 2008
    EditorsMerrilyn Goos, Ray Brown, Katie Makar
    Place of PublicationBrisbane
    PublisherMERGA
    Pages117-124
    Number of pages8
    ISBN (Print)9781920846163
    Publication statusPublished - 2008
    EventMathematics Education Research Group of Australasia Conference (31st : 2008) - Brisbane
    Duration: 28 Jun 20081 Jul 2008

    Conference

    ConferenceMathematics Education Research Group of Australasia Conference (31st : 2008)
    CityBrisbane
    Period28/06/081/07/08

    Bibliographical note

    Copyright Mathematics Education Research Group of Australasia Incorporated. Original published at http://www.merga.net.au/documents/RP102008.pdf. Version archived for private and non‐commercial use with the permission of the author/s and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.merga.net.au.

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