Exploring Teaching Witnesses' Feedback in the Teaching Experiments Phase of Design-based Research for Differential Calculus Instructional Lessons.
This study assesses the strengths and weaknesses of the designed Differential Calculus Instructional Lessons (DCIL) for teaching differential calculus from the perspective of teaching witnesses. Additionally, the study also focused on identifying suggested improvements from these teaching witnesses...
| Publicado en: | Pertanika Journal of Social Sciences & Humanities Vol. 33; no. 2; pp. 687 - 710 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Universiti Putra Malaysia
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=185017063&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 185017063 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: Apr2025 vid: 33 iid: 2 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 185017063 10.47836/pjssh.33.2.09 ppf: 687 ppct: 23 formats: fmt: @attributes: type: P size: 4.7MB tig: atl: Exploring Teaching Witnesses' Feedback in the Teaching Experiments Phase of Design-based Research for Differential Calculus Instructional Lessons. aug: au: Tiew Mee Chien Kwan Eu Leong Kah Heng Chua affil: Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Malaysia su: Teachers Differential calculus Teaching Student engagement Mathematics sug: subj: Teachers Differential calculus Teaching Student engagement Mathematics keyword: design-based research Differential Calculus Instructional Lessons (DCIL) Mathematics education teaching experiment teaching witnesses ab: This study assesses the strengths and weaknesses of the designed Differential Calculus Instructional Lessons (DCIL) for teaching differential calculus from the perspective of teaching witnesses. Additionally, the study also focused on identifying suggested improvements from these teaching witnesses to refine DCIL. The research employed a design-based research approach, and this study focused only on outcomes from semi-structured interviews with teaching witnesses who participated in separate teaching experiment cycles and their evaluation of the content validity of DCIL on the feedback form. Findings revealed that the strengths of the instructional lessons encompassed lesson effectiveness, interactive teaching strategies, and effective technology use. The results also highlighted specific challenges hindering students' understanding of differentiation topics, including content overload and time constraints, difficulties in understanding differentiation concepts, and limited feedback and interaction on the Desmos platform. The teaching witnesses recommended two major enhancements: improving student engagement and interaction and enhancing the Desmos platform for more effective teaching practices. The study exemplifies collaborative design-based research where the researcher engages course coordinators as teaching witnesses throughout two teaching cycles and contributes insights for refining the designed DCIL in teaching and learning differential calculus. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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