Teacher knowledge for modelling and problem solving

Wake, Geoffrey; Foster, Colin; Swan, Malcolm

Abstract

This article reports on a study that has researched teacher professional learning in lesson study communities that enquired into how we might better support students develop skills in problem solving and mathematical modelling. A rationale for professional development of this type, both in in terms of its structure and focus, is presented followed by an illustrative description from the study of a typical research lesson and issues raised in the post-lesson discussion. This is used to provide insight into some of the key issues to consider in developing teacher knowledge for modelling and problem solving.

Citation

Wake, G., Foster, C., & Swan, M. (2014). Teacher knowledge for modelling and problem solving

• Conference Name: 8th British Congress of Mathematics Education
• End Date: Apr 1, 2014
• Publication Date: Jan 1, 2014
• Deposit Date: Mar 14, 2016
• Publicly Available Date: Mar 14, 2016
• Peer Reviewed: Peer Reviewed
• Keywords: teacher knowledge; professional learning; lesson study;; modelling; problem solving
• Public URL: http://eprints.nottingham.ac.uk/id/eprint/32201
• Publisher URL: http://www.bsrlm.org.uk/BCME8/BCME8-43.pdf
• Copyright Statement: Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf
• Additional Information: Published in: British Congress of Mathematics Education BCME-8. British Society for Research into Learning Mathematics, 2014, ISSN 1463-684, 382 p.