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• W1982625708 abstract "The purpose of this study is to investigate how teachers cater for students’ individualdifferences in the context of a reform-based Mathematics curriculum, using the topic‘Similar triangles’. A group of six Hong Kong secondary schools in different locations,and with different banding and setting policies, took part in the study. The studentswere in the age-group 12 to 13 years.A naturalistic research design, without any interference from the researcher, waschosen to examine teacher behaviour. The emphasis was on observing, describing,interpreting and exploring events in the complex setting of the classroom, via a casestudy approach. Data were collected from the six teachers through interviews,questionnaires, and video and audio recording of five to six lessons for each teacher.There was also one focus group interview with students from each teacher’s classes.This research reports on how the methods suggested in the Curriculum Guide forcatering for individual differences were implemented in the classroom. In general, theteachers involved: (1) attempted to check students’ prior knowledge, but only a smallnumber of students was involved; (2) asked questions at different levels, but did notknow about the students’ learning progress; (3) chose content which was most likelyto follow the textbook; (4) were unable to vary the focus to help students to learn; and(5) could not identify what was hindering students in working out problems duringseatwork.This study indicates that teachers are using their own methods to try to solve theproblem of catering for student diversity, but the approaches they employ are not of ahigh enough quality to help students. Also, the ways in which teachers catered forindividual differences in students varied considerably. This was found to depend on:the learning atmosphere; the opportunities created for student responses; variations inthe scaffolding used; and the level of students’ motivation for learning. It is stronglyrecommended that teachers open their minds to contacts outside the classroom torefresh their teaching repertoire, and try to use some new methods which are related tothe theories discussed in this research. Also, it is suggested that policy makers couldbuild on the teachers’ experiences to enhance their ability to handle student diversity." @default.
• W1982625708 created "2016-06-24" @default.
• W1982625708 creator A5084168079 @default.
• W1982625708 date "2012-08-01" @default.
• W1982625708 modified "2023-09-23" @default.
• W1982625708 title "A study of how mathematics teachers in secondary schools in Hong Kong cater for students' individual differences" @default.
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