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Six-phase lesson sequence for contextual mathematical thinking

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

A lesson-level instructional pattern with six ordered syntax steps: (1) presentation of contextual problems; (2) asking critical and analytical questions; (3) individual and group investigation; (4) presentation and discussion; (5) reflection; and (6) a higher-order thinking test. Each step has specified teacher and student activities and an allocated time, moving from lower-order questions that "lead to a higher-order thinking questions" and from individual problem-solving to group discussion and public presentation.

Design Implications

Context

Requirements

  • Contextual problems presented via pictures, stories or videos that enable critical, analytical and creative thinking
  • Worksheets for individual investigation followed by group discussion
  • Time allocations per step as set out in the syntax table

Constraints

  • Designed and tested for middle school mathematics (Grade VIII geometry topics)

Target Learners

  • Grade VIII junior high school students

Learning Goals

  • higher-order thinking ability in mathematics

Claims

Examples

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Key Sources

  • Damianus D. Samo, Darhim & Bana Kartasasmita. (2017). Developing Contextual Mathematical Thinking Learning Model to Enhance Higher-Order Thinking Ability for Middle School Students. International Education Studies, 10(12). https://doi.org/10.5539/ies.v10n12p17
Page metadata
Field Value
type design
id cmtl-six-phase-syntax-pattern
title Six-phase lesson sequence for contextual mathematical thinking
description A lesson-level instructional pattern with six ordered syntax steps: (1) presentation of contextual problems; (2) asking critical and analytical questions; (3) individual and group investigation; (4) presentation and d...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — damianus-d-samo-2017

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