An Exploration of Instructional Transformation of Mathematics Teaching: Teaching Basic Concepts of Area Measurement

This study examines aspects of instructional transformation based on theories of effective mathematics teaching and a video-taped lesson demonstrated by an experienced teacher for teaching basic concepts of area measurement. These aspects included the use of textbooks, problem posing, the use of instructional representations and aids, and approaches for engaging students in discussion. The findings suggest that the teacher tended to pose problems, which represented curriculum adaptation and tailoring to some extent, by referring to multiple sources. The sources included: a. Problems that the teacher invented coupled with extended materials closely related to learning goals set by the textbook. b. Student problem-solving performance evaluated from formative assessments. The teacher employed instructional representations and aids, verbal language for problem posing, manipulatives (geoboards, 1 cm3 cubes, and grids), and project-equipment. The mathematics problems discussed for the lesson exhibited the instructional transformation, including the math problems and sub-questions used in an attempt to connect with mathematical thinking of students and to clarify any misconceptions. These aspects aforementioned seemed to connect with the teacher’s subject matter knowledge of mathematics and pedagogical content knowledge of mathematics.