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- 저자 : Man Ching Esther Chan (검색결과 2 건)
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Shu Zhang,Man Ching Esther Chan,David Clarke,Yiming Cao 대한수학교육학회 2021 수학교육학연구 Vol.31 No.3
In this paper we report on a case study involving four Chinese students; the aim of the study was to develop a conceptual framework for investigating student participation in a collaborative task in mathematics. Building on previous research on student participation, we defined student participation in a collaborative task in mathematics as the process of taking part in student interactions and task completions. A video recording and transcript of students involved with collaborative task in mathematics were analyzed. Four categories (initiation, response, evaluation, and non-interactive) were created for analyzing the students’ interactions. The four students showed different approaches to communicating with other group members. The content of the group’s discussion was examined in terms of the negotiation process. By looking at the content of the group’s discussion, the process how the group work on the task could be revealed. We identified that students showed involvement in the group discussion by proposing and revisiting topics. It was found that through forming an interactive pair, students might be able to take up the leading role in working on the task and controlling the conversation of the group.
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CAO, Yiming,Shu Zhang,Man Ching Esther Chan,Yueyuan Kang 서울대학교 교육연구소 2021 Asia Pacific Education Review Vol.22 No.2
This study investigated how teachers in China perceived the effects of online instruction on mathematics learning and examined the challenges they encountered when the country shifted to online instruction during the COVID-19 pandemic. We interviewed 152 mathematics teachers from 20 cities (municipalities) or provinces in China and adopted the four-component didactic tetrahedron model (teacher, technology, student, and mathematics) to identify their struggles with technology, teacher–student interactions, and delivery of mathematics instruction. Results showed that the teachers believed that the effectiveness of online teaching largely depends on student self-discipline. Analysis suggested a need to expand technology use during instruction, reshape the way teachers interact with students, and reorganize teaching methods in face-to-face classroom instruction. This research provided insights into integrating technology with instructional practice, the critical role of teachers in online learning, and other factors that may determine the effectiveness of online teaching.
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