The use of recorded lecture videos (RLVs) in mathematics instruction continues to advance. Prior research at the post-secondary level has indicated a tendency for RLV use in mathematics to be negatively correlated with academic performance, though it is unclear whether this is because regular users are generally weaker mathematics students or because RLV use is somehow depressing student learning. Through the lens of cognitive engagement, a quasiexperimental pre-and post-test design study was conducted to investigate the latter possibility. Cognitive engagement was operationalised using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), which measures learning approaches on two major scales: surface and deep. In two mathematics courses at two universities, in Australia and the UK, participants were administered the questionnaire near the course start and finish. Overall findings were similar in both contexts: a reduction in live lecture attendance coupled with a dependence on RLVs was associated with an increase in surface approaches to learning. This study has important implications for future pedagogical development and adds to the sense of urgency regarding research into best practices using RLVs in mathematics.
Students' performances in TIMSS have featured strongly in recent discussions and debates about the quality of mathematical learning outcomes both from teachers and policy makers. Findings of TIMSS trends showed that most high school students in Malaysia continue to perform at less than satisfactory levels, particularly, in tasks that are cognitively demanding. In this article, we present a critical analysis of selected TIMSS Tasks and demonstrate how to support students better in the use of Higher Order Thinking Skills (HOTS) in making progress with such tasks. In so doing we present analyses of TIMSS tasks and a model of these tasks that relate HOTS, representation and concepts which can be utilised by teachers to understand the role of HOTS better in empowering students shift to higher levels of cognitive funtioning in the context of tackling TIMSS and similarly demanding tasks. Our analyses and model provide an important starting point for the design of future professional development programs for Malaysian mathematics teachers in reconceptualising HOTS and implementing them in regular classrooms.Key Words: thinking skills, problem solving, mathematics, TIMSS Tasks, teacher, level of cognition, representation INTRODUCTIONStudents' mathematics achievement is often associated with the future economic power and competitiveness of a country. Therefore, the desire to understand and identify factors that may have meaningful and consistent relationships with mathematics achievement has been shared among national policy makers and educators around the world. Today, it is widely accepted that the main purpose of educational systems is to teach students how to apply mathematics in a range of contexts. Higher Order Thinking Skills [HOTS], such as logical thinking, critical thinking and reasoning skills are the basic skills for daily life, apart from the academic achievements in the schools (Marshall & Horton, 2011). In order to increase the performance of students, the nature and The extent to which mathematics teachers understand the role of HOTS in learning and applying mathematics is emerging to be an issue. Hinde and Perry (2007) commented that teacher in general tended to associate cognitive skills with the school's curriculum, with limited attention to the role of these skills in facilitating students' thinking and learning within particular subject. Further, teachers have limited opportunities to engage in activities with the students that will support the development of high order cognitive abilities (Ewing, Foster & Whittington, 2011). The ability to integrate HOTS in mathematics can be hampered by a number of factors including teacher's limited knowledge of HOTS (Brookhart, 2010;Collins, 2014;Harpster, 1999).Trends in International Mathematics and Science Study [TIMSS] and Programme of International Student Assessment [PISA] are two large-scale international comparative achievement studies that assess students' performances in mathematics. The pattern of results in TIMSS and PISA has revealed a marked declin...
Knowledge that teachers bring to the teaching context is of interest to key stakeholders in improving levels of numeracy attained by learners. In this regard, the centrality of, and the need to investigate, the quality of teachers' mathematical knowledge for teaching mathematics has been gaining momentum in recent years. There is a general consensus that teachers need a robust body of content and pedagogical knowledge related to mathematics and that one impacts on the other. However, in current debates about this interconnection between content knowledge and pedagogical content knowledge, there is limited analysis about the procedural-conceptual nature of content knowledge that, we argue, has significant impact on the development of pedagogical content knowledge. In this report, this issue is investigated by examining the state of procedural and conceptual knowledge of two cohorts of pre-service teachers and analyzing the impact of a representational reasoning teaching and learning (RRTL) approach aimed at supporting a balanced development of these two dimensions of Content Knowledge. Abstract Knowledge that teachers bring to the teaching context is of interest to key stakeholders in improving levels of numeracy attained by learners. In this regard, the centrality of, and the need to investigate, the quality of teachers' mathematical knowledge for teaching mathematics has been gaining momentum in recent years. There is a general consensus that teachers need a robust body of content and pedagogical knowledge related to mathematics and that one impacts on the other. However, in current debates about this interconnection between content knowledge and pedagogical content knowledge, there is limited analysis about the procedural-conceptual nature of content knowledge that, we argue, has significant impact on the development of pedagogical content knowledge. In this report, this issue is investigated by examining the state of procedural and conceptual knowledge of two cohorts of pre-service teachers and analyzing the impact of a representational reasoning teaching and learning (RRTL) approach aimed at supporting a balanced development of these two dimensions of Content Knowledge.
Reforms in Australia about the education of future teachers have placed a high degree of emphasis on the development of knowledge and skills that are necessary for practitioners who will ply their trade in culturally rich and diverse classrooms (Ramsey, 2000). There is now a broad consensus from key stakeholders (Australian Institute for Teaching and School Leadership, 2012) that pre-service teachers need to be provided with a range of opportunities that are grounded in classroom practices including exposure to teaching students overseas. The aim of this mixed mode study (Creswell, 2012) is to better understand the skills and knowledge that pre-service teachers need in order to function in and gain from their overseas professional experiences (OSPEX). In this study, we undertook semi-structured interviews, and then using the emerging themes compared a cohort of pre-service teachers' perceptions of OSPEX before and after their completed their professional experiences in Fiji via the use of a questionnaire. Results indicate that pre-service teachers need to be better prepared locally before attempting an OSPEX visit.
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