Teacher knowledge for modelling and problem solving
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...
| Main Authors: | , , |
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| Format: | Conference or Workshop Item |
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2014
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| Online Access: | https://eprints.nottingham.ac.uk/32201/ |
| _version_ | 1848794356785348608 |
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| author | Wake, Geoffrey Foster, Colin Swan, Malcolm |
| author_facet | Wake, Geoffrey Foster, Colin Swan, Malcolm |
| author_sort | Wake, Geoffrey |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:14:54Z |
| format | Conference or Workshop Item |
| id | nottingham-32201 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:14:54Z |
| publishDate | 2014 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-322012020-05-04T20:17:58Z https://eprints.nottingham.ac.uk/32201/ Teacher knowledge for modelling and problem solving Wake, Geoffrey Foster, Colin Swan, Malcolm 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. 2014 Conference or Workshop Item PeerReviewed Wake, Geoffrey, Foster, Colin and Swan, Malcolm (2014) Teacher knowledge for modelling and problem solving. In: 8th British Congress of Mathematics Education, 14 - 17 April 2014, Nottingham, U.K.. teacher knowledge; professional learning; lesson study; modelling; problem solving http://www.bsrlm.org.uk/BCME8/BCME8-43.pdf |
| spellingShingle | teacher knowledge; professional learning; lesson study; modelling; problem solving Wake, Geoffrey Foster, Colin Swan, Malcolm Teacher knowledge for modelling and problem solving |
| title | Teacher knowledge for modelling and problem solving |
| title_full | Teacher knowledge for modelling and problem solving |
| title_fullStr | Teacher knowledge for modelling and problem solving |
| title_full_unstemmed | Teacher knowledge for modelling and problem solving |
| title_short | Teacher knowledge for modelling and problem solving |
| title_sort | teacher knowledge for modelling and problem solving |
| topic | teacher knowledge; professional learning; lesson study; modelling; problem solving |
| url | https://eprints.nottingham.ac.uk/32201/ https://eprints.nottingham.ac.uk/32201/ |