Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson Study
The past two cycles of PISA have reflected the demands of the skills and competencies that many countries desire their future generations to possess. Among these competencies, students’ financial literacy, problem solving, and communication skills have emerged to be as important as their reading and...
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| Format: | Article |
| Language: | English |
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SEAMEO Regional Centre for QITEP in Mathematics
2016-12-01
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| Series: | Southeast Asian Mathematics Education Journal |
| Subjects: | |
| Online Access: | https://journal.qitepinmath.org/index.php/seamej/article/view/37 |
| _version_ | 1818050754629337088 |
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| author | Madihah Khalid Dk Haslinah Pg. Haji Ali |
| author_facet | Madihah Khalid Dk Haslinah Pg. Haji Ali |
| author_sort | Madihah Khalid |
| collection | DOAJ |
| description | The past two cycles of PISA have reflected the demands of the skills and competencies that many countries desire their future generations to possess. Among these competencies, students’ financial literacy, problem solving, and communication skills have emerged to be as important as their reading and quantitative literacy (OECD, 2013). Problem-solving, along with other 21st century skills can be inculcated in the students by using the problem-solving
pedagogy. However, teachers who are not used to teaching mathematics via problem solving need to experience the pedagogy themselves and this can be best achieved by implementing Lesson Study. A Lesson Study research study was conducted to look at collaborative problem solving in the teaching of the topic on “rate” to year 5 students. Results showed that students benefited from their lesson in terms of increased knowledge of the problem context and the
ability to apply knowledge of rates in finding the best solution that the problem posed. Consequently, Lesson Study was found to help enhance teachers’ pedagogical content knowledge. It helped them produce effective lesson plans that incorporated student-centred authentic lessons that also integrated values, use of technology and students’ creativity in problem solving. |
| first_indexed | 2024-12-10T10:58:30Z |
| format | Article |
| id | doaj.art-3a6efc116e674983aa7bb983c94949a9 |
| institution | Directory Open Access Journal |
| issn | 2089-4716 2721-8546 |
| language | English |
| last_indexed | 2024-12-10T10:58:30Z |
| publishDate | 2016-12-01 |
| publisher | SEAMEO Regional Centre for QITEP in Mathematics |
| record_format | Article |
| series | Southeast Asian Mathematics Education Journal |
| spelling | doaj.art-3a6efc116e674983aa7bb983c94949a92022-12-22T01:51:45ZengSEAMEO Regional Centre for QITEP in MathematicsSoutheast Asian Mathematics Education Journal2089-47162721-85462016-12-0161172810.46517/seamej.v6i1.3733Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson StudyMadihah Khalid0Dk Haslinah Pg. Haji Ali1Kulliyyah of Education, International Islamic University MalaysiaSR DMW Lambak, Brunei DarussalamThe past two cycles of PISA have reflected the demands of the skills and competencies that many countries desire their future generations to possess. Among these competencies, students’ financial literacy, problem solving, and communication skills have emerged to be as important as their reading and quantitative literacy (OECD, 2013). Problem-solving, along with other 21st century skills can be inculcated in the students by using the problem-solving pedagogy. However, teachers who are not used to teaching mathematics via problem solving need to experience the pedagogy themselves and this can be best achieved by implementing Lesson Study. A Lesson Study research study was conducted to look at collaborative problem solving in the teaching of the topic on “rate” to year 5 students. Results showed that students benefited from their lesson in terms of increased knowledge of the problem context and the ability to apply knowledge of rates in finding the best solution that the problem posed. Consequently, Lesson Study was found to help enhance teachers’ pedagogical content knowledge. It helped them produce effective lesson plans that incorporated student-centred authentic lessons that also integrated values, use of technology and students’ creativity in problem solving.https://journal.qitepinmath.org/index.php/seamej/article/view/37lesson studymeaningful learning21st century skillsproblem solving approachhigher order thinking skills |
| spellingShingle | Madihah Khalid Dk Haslinah Pg. Haji Ali Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson Study Southeast Asian Mathematics Education Journal lesson study meaningful learning 21st century skills problem solving approach higher order thinking skills |
| title | Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson Study |
| title_full | Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson Study |
| title_fullStr | Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson Study |
| title_full_unstemmed | Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson Study |
| title_short | Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson Study |
| title_sort | inculcating tsunami awareness in a mathematics lesson improving students collaborative problem solving via lesson study |
| topic | lesson study meaningful learning 21st century skills problem solving approach higher order thinking skills |
| url | https://journal.qitepinmath.org/index.php/seamej/article/view/37 |
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