Insights from students’ private work in their notebooks: how do students learn from the teacher’s examples?

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• 作者：King Woon Yau ; Ida Ah Chee Mok
• 关键词：Students’ private work ; Learning ; Cognitive domains ; Imitation
• 刊名：Educational Studies in Mathematics
• 出版年：2016
• 出版时间：November 2016
• 年：2016
• 卷：93
• 期：3
• 页码：275-292
• 全文大小：640 KB
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Mathematics Education
  Education
  
• 出版者：Springer Netherlands
• ISSN：1573-0816
• 卷排序：93

文摘

Students’ seatwork plays an important part in their learning in their lessons, and very often, students record their private work in the notebooks during seatwork. The students’ private work in their notebooks reflects students’ learning and thinking, representing explicit learning outcomes. The students’ private work in their notebooks of 14 mathematics lessons of an eighth-grade Hong Kong classroom was analyzed. The mathematical tasks used in the lessons were categorized with the Trends in International Mathematics and Science Study (TIMSS) cognitive domains framework. The implementation of the tasks was recorded in cycles of teacher’s examples (TEs) and students’ exercises (SEs). By comparing the methods employed by the students and the teacher, the students’ methods were found to be mainly imitation or partial imitation regardless of the cognitive domains of the students’ exercises. The students’ perspectives on the instructional practice expressed in the post-lesson interviews were used as a triangulation for the results. The results showed that the students appreciated the teacher’s explanation and demonstration in the teacher’s exposition. Finally, the authors argue that the high percentages of imitation of teacher’s methods not only are due to the students’ choice, but also are influenced by the Confucian heritage cultures.