Characteristics Of Mathematics Lesson Valued As Effective By Excellent Teachers And Their Pupils
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Date
2012-05
Authors
Tan, Saw Fen
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This study aimed to answer four research questions: (1) What are the
characteristics of mathematics lesson valued as effective by the primary school Excellent
Teachers? (ii) What are the characteristics of mathematics lesson that are valued as
effective by the pupils? (3) What are the similarities or differences between the
Excellent Teachers’ and pupils’ perceptions of effective mathematics lesson? and (iv)
What are the similarities or differences between characteristics of mathematics lesson
valued as effective by the pupils with different academic performance? The research was
conducted using a case study design. A total of two Excellent Teachers and twelve
pupils participated in the study. Excellent Teachers were selected to participate in this
study because they were awarded based on their competency and expertise in teaching
and subject matter. They were expected to be effective and able to conduct effective
mathematics lesson. The participating pupils were Primary Four or ten years old. Data
were collected through lesson observation, photo voice and in-depth interview. Each
teacher was observed for three lessons. Participating pupils took photographs of the
episodes or materials they perceived as effective during every observed lesson.
Immediately after each observed lesson, pupils were interviewed based on photographs
taken by them, followed by in-depth interview with the teacher. Analysis of qualitative
data indicated that hands-on activity, group activity, ICT, talking board, board work,
exercise and keywords were the major characteristics of mathematics lesson valued as
effective by teachers. They emphasized on active engagement of pupils, enhancing
pupils’ understanding and helping pupils to score in examination.
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Keywords
Mathematics lesson valued as effective , by excellent teachers