Anchored Instruction Knowledge Forum Mathematics Classroom

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Anchored Instruction Knowledge Forum _at_
Mathematics Classroom

• Presented by
• KnowledgeBuildingTeam_at_NIE

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• Teacher Researcher
• Mr Ahmad Ibrahim
• Principal Investigator
• Dr Tan Seng Chee
• Team Members
• Dr Hung Wei Loong
• Mr Chai Ching Sing
• Dr Cheung Wing Sum
• Dr Philip Wong
• Dr Shirley Lim

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Design Implementation
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Participants

• The participants were Grade 6 pupils 22 boys and
  23 girls, divided into nine groups

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Video - Planning a Class Outing

• produced based on Anchored Instruction principles
• Authentic context
• Embedded data
• Problem solving
• Social constructivist Learning

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Knowledge Forum
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Scaffolds

• The scaffolds include
• I will include this in the proposal
• The total number of people going is
• I calculate the total number of people by
• A 20 seater bus can take this number of children
• I calculate the bus capacity by
• The total number of buses needed is
• I choose only 1 vendor because
• I choose more than one vendor because
• The total transportation cost is

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Results
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Problem Solving Performance Sub-skills
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Problem Solving Performance by Ability
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Pupils enjoyed the activity

• I have better understanding of Mathematics than
  doing workbook sums
• It shows how Mathematics can be used in real
  life
• Knowledge Forum is easy to learn and use. It
  allows me to contribute more to the discussions.
• You can talk without worrying ..you can talk as
  much as you want..
• I can discuss anything I like and there is no
  teacher to tell us shh..not so loud,
• You can communicate without feeling embarrassed.

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Identifying Alternative Perspectives

• Pupils did not fully explore assumptions nor
  present alternative views.
• E.g. Is it realistic for 3 children to share 2
  adult seats?

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Generating Possible Solutions

• Pupils are able to apply algorithms and
  heuristics to solve math problem

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Justify Solutions
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Decimals on discrete objects

• Pupils learned to apply decimal points
  appropriately to real life situations

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Summary

• Pupils enjoyed the exercise
• Large difference in pupils performance in
  Mathematical Problem Solving
• Scaffolded gt Non-scaffolded
• Scaffolding was beneficial in supporting pupils
  problem solving.

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• Pupils performed better in
• articulating problem space
• Relatively weaker in
• identifying alternative perspectives
• generating possible solutions and
• assessing viable solutions

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thank you