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The relationships within the mathematical content of teachers’ lesson sequences
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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 videorecorded
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.
Description:
Date:
2020
Authors:
M Shahrill
R C I Prahmana
R Roslan
Publisher:
Sultan Hassanal Bolkiah Institute of Education (SHBIE)
