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Primary school mathematics teacher reflection through a modelling-based professional development programme

Show simple item record Biccard, Piera 2018-05-22T08:30:42Z 2018-05-22T08:30:42Z 2018
dc.identifier.citation Biccard, P. (2018). Mathematics teacher reflection through a modelling-based professional development programme. Africa Education Review, 15(2), 49-64 en
dc.identifier.issn 1753-5921
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis available online:
dc.description.abstract This article contributes to the discussion on mathematics teacher reflection. Reflection was included in a study of the didactisation practices of primary school mathematics teachers as one of nine didactisation practices. The study involved five volunteer primary school mathematics teachers. A qualitative design-research approach was designed which employed model-eliciting tasks to create new experiences for teachers. this article reports on the nature and development of mathematics teacher reflection. Teacher reflection was gauged at various times during the programme through written responses to open-ended reflective questionnaires. Teachers were involved in three types of sessions for a period of one year: 1) modelling sessions whereby they collaboratively solved a mathematical modelling task; 2) observing primary school students/learners solve the same problems; and 3) sessions discussing traditional and problem-centred teaching and learning. It was found that modelling tasks provided reflective platforms and a window to teacher resources, orientations and goals. It is recommended that further research into mathematics teacher reflection be conducted where teachers specifically implement modelling in their own classrooms. en
dc.language.iso en en
dc.publisher Taylor and Francis en
dc.subject mathematics teaching; modelling tasks; primary school teacher reflection; en
dc.title Primary school mathematics teacher reflection through a modelling-based professional development programme en
dc.type Article en
dc.description.department Curriculum and Instructional Studies en

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