Electronic Proceedings
of the 12th Asian Technology Conference in Mathematics
Abstract for 12767
Designing Web-based Cognitive Tools to Enhance Teaching and Learning
of Mathematical Problem Solving
Authors: Luis Tirtasanjaya Lioe, Yanping Fang, Kai Fai Ho
Affiliations: Centre for Research in Pedagogy and Practice, National
Institute of Education, Singapore, Centre for Research in Pedagogy
and Practice, and Curriculum Teaching Unit, National Institute of
Education, Singapore., Centre for Research in Pedagogy and Practice,
National Institute of Education, Singapore.
Keywords:
Many researchers and cognitive scientists have been exploring
effective professional development for teachers that offers
flexibility of time and a continuity to ensure successful transfer
of learning to teachers’ daily practices (Ball and Cohen, 1996;
Hapgood, Palincsar, Kucan, Gelpi-Lomangino, & Khasnabis, 2005). This
paper reports on a large research project which aims at building
web-based cognitive tools for teacher professional development in
the area of mathematical problem solving (MPS) in upper primary and
lower secondary schools in Singapore. To this end, we draw on a rich
variety of classroom data to design web-based cognitive tools, such
as video cases of teachers’ practices, students’ problem solving
processes (Boaler and Humphreys, 2005) and a databank of
mathematical problems. The video cases of teaching practices aim to
initiate, through guided discussion forums, a peer-sharing and
peer-learning among participant-teachers, while the video cases of
students’ pair work aim to open discussions among the teachers on
students’ challenges in solving problems and
ways to help students
overcome them. Over time, such on-line discussions will be able to
build a virtual community of learners (Gee, 2003) through
interactive technologies and digital media as teachers pose
questions, analyze data, consider different perspectives, and apply
new knowledge to their own teaching practice (Baildon & Fang, 2007).
Meanwhile, our databank of problems, with wide variety of contexts,
rich problem types and multiple solution approaches (Foong, 2002;
Frobisher, 1994), serves as a resource to support problem solving
activities in classrooms as well as scaffold cognitive processes of
various problem-solving strategies. The development of these
web-based cognitive tools involves iterative process of improving
and evaluation based on feedback from teachers as users. This paper
will highlight the design and implementation processes of these
cognitive tools as well as the research implications for teachers’
professional learning.
Reference
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