The study explores how teachers perceive and go about students' thinking in connection to particular mathematical content and how they frame the notion of applied mathematics in their own classrooms. Teachers' narratives are built around two released PISA 2012 mathematics items, the 'Drip rate' and 'Climbing Mount Fuji' (will be referred to as the Fuji item). Teachers show concordance as to the reasons that could make either of the items difficult for students and are able to provide more examples justifying their reasoning for the 'Fuji' item. Suggestions linked to making the items more familiar to the students mostly relate to de-contextualization of the items' content towards a more formal mathematical record. The teachers agree that students need only basic mathematical knowledge, at a level learned during elementary school, in order to solve these problems. Yet, at the same time, many teachers have difficulty clearly verbalising which procedures students are expected to follow to ...be able to solve the tasks. Disagreement among the teachers is noticeable when labelling the most difficult part(s) of each of the selected items. Mathematics teachers show openness for learning on how to create math problems we examined in this study, but question the purpose and meaning in incorporating more such problems in their own teaching.
TY - JOUR
AU - Radišić, Jelena
AU - Baucal, Aleksandar
PY - 2018
UR - http://reff.f.bg.ac.rs/handle/123456789/2663
AB - The study explores how teachers perceive and go about students' thinking in connection to particular mathematical content and how they frame the notion of applied mathematics in their own classrooms. Teachers' narratives are built around two released PISA 2012 mathematics items, the 'Drip rate' and 'Climbing Mount Fuji' (will be referred to as the Fuji item). Teachers show concordance as to the reasons that could make either of the items difficult for students and are able to provide more examples justifying their reasoning for the 'Fuji' item. Suggestions linked to making the items more familiar to the students mostly relate to de-contextualization of the items' content towards a more formal mathematical record. The teachers agree that students need only basic mathematical knowledge, at a level learned during elementary school, in order to solve these problems. Yet, at the same time, many teachers have difficulty clearly verbalising which procedures students are expected to follow to be able to solve the tasks. Disagreement among the teachers is noticeable when labelling the most difficult part(s) of each of the selected items. Mathematics teachers show openness for learning on how to create math problems we examined in this study, but question the purpose and meaning in incorporating more such problems in their own teaching.
PB - Springer, New York
T2 - European Journal of Psychology of Education
T1 - Teachers' reflection on PISA items and why they are so hard for students in Serbia
EP - 466
IS - 3
SP - 445
VL - 33
DO - 10.1007/s10212-018-0366-0
ER -
@article{
author = "Radišić, Jelena and Baucal, Aleksandar",
year = "2018",
abstract = "The study explores how teachers perceive and go about students' thinking in connection to particular mathematical content and how they frame the notion of applied mathematics in their own classrooms. Teachers' narratives are built around two released PISA 2012 mathematics items, the 'Drip rate' and 'Climbing Mount Fuji' (will be referred to as the Fuji item). Teachers show concordance as to the reasons that could make either of the items difficult for students and are able to provide more examples justifying their reasoning for the 'Fuji' item. Suggestions linked to making the items more familiar to the students mostly relate to de-contextualization of the items' content towards a more formal mathematical record. The teachers agree that students need only basic mathematical knowledge, at a level learned during elementary school, in order to solve these problems. Yet, at the same time, many teachers have difficulty clearly verbalising which procedures students are expected to follow to be able to solve the tasks. Disagreement among the teachers is noticeable when labelling the most difficult part(s) of each of the selected items. Mathematics teachers show openness for learning on how to create math problems we examined in this study, but question the purpose and meaning in incorporating more such problems in their own teaching.",
publisher = "Springer, New York",
journal = "European Journal of Psychology of Education",
title = "Teachers' reflection on PISA items and why they are so hard for students in Serbia",
pages = "466-445",
number = "3",
volume = "33",
doi = "10.1007/s10212-018-0366-0"
}
Radišić, J.,& Baucal, A.. (2018). Teachers' reflection on PISA items and why they are so hard for students in Serbia. in European Journal of Psychology of Education
Springer, New York., 33(3), 445-466.
https://doi.org/10.1007/s10212-018-0366-0
Radišić J, Baucal A. Teachers' reflection on PISA items and why they are so hard for students in Serbia. in European Journal of Psychology of Education. 2018;33(3):445-466.
doi:10.1007/s10212-018-0366-0 .
Radišić, Jelena, Baucal, Aleksandar, "Teachers' reflection on PISA items and why they are so hard for students in Serbia" in European Journal of Psychology of Education, 33, no. 3 (2018):445-466,
https://doi.org/10.1007/s10212-018-0366-0 . .
