Developing Teacher Competencies Through Videos for Facilitation of Mathematical Modelling in Singapore Primary Schools

Abstract

Mathematical modelling tasks which are situated in real-world contexts encourage students to draw connections between school-based mathematics and the real world, enhancing their engagement in learning. Such tasks often require varied interpretations of the real-world problem context resulting in multiple pathways of solutions. Although mathematical modelling has been introduced in the Singapore mathematics curriculum since 2007, its incorporation in schools has been limited. One reason for this could be that teachers are challenged by how best to facilitate for rich student mathematisation processes during such tasks. This chapter reports how a multitiered teaching experiment using design research methodology was conducted to build teachers’ capacity in designing, facilitating, and evaluating student mathematisation during mathematical modelling tasks with an intact class of Primary 5 students (aged 10–11). The use of videos was critical because grounded images helped capture the dynamics and complexity of authentic classroom interactions. This chapter highlights how video recordings of teacher-student interactions during a modelling task were harnessed during design methodology cycles, particularly during the retrospective analysis phase, to activate critical moments of learning for the teacher towards developing her competencies in facilitating students’ mathematisation processes.