Assignment help

澳洲东亚和南亚研究Assignment代写:数学侦探

在主要活动中,孩子们被要求做“数学侦探”。从计划中可以看出老师提出了问题,但这些问题似乎在寻找一个明确的答案。还有一个’问题卡’准备,让孩子们自己不必讨论如何去解决一个字的问题,但有步骤为他们准备好了。当提出问题,老师需要问的问题,可以探索;鼓励学生思考和探索的一部分,AFL(李,2006)。根据网络,孩子们会在1年遇到的问题;这也许会是一个机会,来评估之前的学习和评估阶段的学生目前在探讨目前的了解和检查任何空白或误解。 根据布莱克等人(2004)的说法,许多教师不计划和进行课堂对话,允许学生学习。他们的研究表明,许多教师在提出问题后不允许学生有足够的时间去思考答案。通常情况下,如果他们没有得到立即答复,教师问另一个问题或回答自己的问题。因此,对话是短暂的。如果教师增加等待时间,这将有助于学生更加参与。布莱克和威廉(1998)还发现,一般只有少数学生在课堂上回答老师的问题。其余的同学,觉得他们不能回答的问题一样快,这几个,不要试图回答。老师当时与班上大多数孩子的理解脱节了。一些研究人员,如布莱克和威廉(1998)提到,迈希尔()和克拉克(2009)提出了“不举手”的政策,使所有的孩子觉得他们可能被要求,因此反思的问题。

澳洲东亚和南亚研究Assignment代写:数学侦探

In the main activity the children were asked to be ‘maths detectives’. It is evident from the plan that the teacher posed questions but these questions appear to be looking for one definite answer. There is also a ‘problem card’ ready so that the children themselves do not have to discuss how to go about solving a word problem but have the steps ready for them. When posing questions, the teacher needs to ask questions that can be explored; encouraging the pupils to think and explore them is part of AfL (Lee, 2006). According to the NNS, the children will have come across word problems in Year 1; this perhaps would have been an opportunity to assess prior learning and assess the stage the pupils were currently at – explore their current understanding and check for any gaps or misconceptions.According to Black et al (2004), many teachers do not plan and conduct classroom dialogue in a way that allows pupils to learn. Their research has shown that many teachers do not allow pupils enough time to think of an answer after posing a question. Often, if they do not receive an immediate reply, teachers ask another question or answer the question themselves. Consequently, the dialogue is short lived. If teachers increase the waiting time, this would help pupils become more involved. Black and William (1998) also found that generally only a few pupils in a class answer the teacher’s questions. The rest of the class, feeling that they are unable to answer the questions as rapidly as these few, do not attempt to answer. The teacher is then out of touch with the understanding of most of the children in the class. Several researchers, such as Black and William (1998) mentioned above, Myhill (2006) and Clarke (2009) suggest a ‘no hands up’ policy so that all children feel that they may be called upon and therefore reflect upon the question.