The relationships within the mathematical content of teachers' lesson sequences

9Citations
Citations of this article
15Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

This study explored how mathematics content is carried through by means of the problems presented during lessons. Following the definitions and the coding criteria from the TIMSS 1999 Video Study, a total of 163 mathematics problems were identified in the video- recorded lesson sequences of four Bruneian mathematics teachers teaching at the Year 8 level. These problems were classified according to the four basic kinds of relationships: mathematically related, thematically related, repetition and unrelated. Drawing on the mathematical content of the teachers' lesson sequences, the findings revealed variations among the mathematical problems coded as repetition and thematically related, between the four Brunei classes. The aggregated results obtained from the four classes highlighted several points of discussion, such as the relatively higher proportion of repetition problems (52%) from one teacher in particular; the percentage similarities of thematically related problems for all four classes (ranging from 26% to 33%); and the incredibly varied results for mathematically related problems across the four Brunei classes.

Cite

CITATION STYLE

APA

Shahrill, M., Prahmana, R. C. I., & Roslan, R. (2018). The relationships within the mathematical content of teachers’ lesson sequences. In Journal of Physics: Conference Series (Vol. 943). Institute of Physics Publishing. https://doi.org/10.1088/1742-6596/943/1/012001

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free