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

Michael Cavanagh

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

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

48 Downloads (Pure)

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 language	English
Title of host publication	Mathematics education research
Subtitle of host publication	navigating : 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
Editors	Merrilyn Goos, Ray Brown, Katie Makar
Place of Publication	Brisbane
Publisher	MERGA
Pages	117-124
Number of pages	8
ISBN (Print)	9781920846163
Publication status	Published - 2008
Event	Mathematics Education Research Group of Australasia Conference (31st : 2008) - Brisbane Duration: 28 Jun 2008 → 1 Jul 2008

Conference

Conference	Mathematics Education Research Group of Australasia Conference (31st : 2008)
City	Brisbane
Period	28/06/08 → 1/07/08

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.

Access to Document

Publisher version (open access)Final published version, 192 KBLicence: Unspecified

Cite this

Cavanagh, M. (2008). One secondary teacher's use of problem-solving teaching approaches. In M. Goos, R. Brown, & K. Makar (Eds.), Mathematics education research: navigating : 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 (pp. 117-124). MERGA.

Cavanagh, Michael. / One secondary teacher's use of problem-solving teaching approaches. Mathematics education research: navigating : 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. editor / Merrilyn Goos ; Ray Brown ; Katie Makar. Brisbane : MERGA, 2008. pp. 117-124

@inproceedings{3173b51bb32a489b942ba89513f31e06,

title = "One secondary teacher's use of problem-solving teaching approaches",

abstract = "This paper reports part of a larger study and examines one teacher{\textquoteright}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.",

author = "Michael Cavanagh",

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.; Mathematics Education Research Group of Australasia Conference (31st : 2008) ; Conference date: 28-06-2008 Through 01-07-2008",

year = "2008",

language = "English",

isbn = "9781920846163",

pages = "117--124",

editor = "Merrilyn Goos and Ray Brown and Katie Makar",

booktitle = "Mathematics education research",

publisher = "MERGA",

address = "Australia",

}

Cavanagh, M 2008, One secondary teacher's use of problem-solving teaching approaches. in M Goos, R Brown & K Makar (eds), Mathematics education research: navigating : 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. MERGA, Brisbane, pp. 117-124, Mathematics Education Research Group of Australasia Conference (31st : 2008), Brisbane, 28/06/08.

One secondary teacher's use of problem-solving teaching approaches. / Cavanagh, Michael.
Mathematics education research: navigating : 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. ed. / Merrilyn Goos; Ray Brown; Katie Makar. Brisbane: MERGA, 2008. p. 117-124.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - One secondary teacher's use of problem-solving teaching approaches

AU - Cavanagh, Michael

N1 - 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.

PY - 2008

Y1 - 2008

N2 - 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.

AB - 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.

M3 - Conference proceeding contribution

SN - 9781920846163

SP - 117

EP - 124

BT - Mathematics education research

A2 - Goos, Merrilyn

A2 - Brown, Ray

A2 - Makar, Katie

PB - MERGA

CY - Brisbane

T2 - Mathematics Education Research Group of Australasia Conference (31st : 2008)

Y2 - 28 June 2008 through 1 July 2008

ER -

Cavanagh M. One secondary teacher's use of problem-solving teaching approaches. In Goos M, Brown R, Makar K, editors, Mathematics education research: navigating : 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. Brisbane: MERGA. 2008. p. 117-124

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

Abstract

Conference

Bibliographical note

Access to Document

Fingerprint

Cite this