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Course Level Date Clip# Line Interlocutor Content
Talkbank - - 2 146 T concave.
Talkbank - - 2 147 T yeah.
Talkbank - - 2 148 T now convex polygon is the sort we just drew.
Talkbank - - 2 149 T but for example, a concave polygon
Talkbank - - 2 150 T looks like that.
Talkbank - - 2 151 T and the easy way to remember it is, is that part of it is caved in.
Talkbank - - 2 152 T okay?
Talkbank - - 2 153 T it's pointing inwards.
Talkbank - - 2 154 T convex polygon, everything is point outwards.
Talkbank - - 2 155 T so you have to make sure that your polygons stay like that.
Talkbank - - 2 156 T the investigation is to find out something about these
Talkbank - - 2 157 UNK %xNRC:Australia does not have a national mathematics curriculum. Each State and Territory has its own curriculum, typically consisting of five content strands: Space, Number, Measurement, Chance and Data, and Algebra. Some States also distinguish separate affective and process strands, such as "Appreciating Mathematics" and "Working Mathematically".
Talkbank - - 2 158 UNK %xRES:Here the teacher introduces a problem for the students to work on: "Find out something about these exterior angles". This problem is not very typical of those in the Australian data set in that it is the only problem worked on in the lesson, and the class spends almost 30 minutes working on it. The average number of independent problems (that is, problems presented as single problems) worked on in an Australian lesson was seven (Video Report, table 3.3), and, on average, students in Australia spent three minutes working on each independent mathematics problem (Video Report, figure 3.5). In addition, it was found that in an average lesson, Australian students spent part of the time solving independent problems and part of the time working on concurrent problems (that is, problems presented as a set) (Video Report, figure 3.4). There were no concurrent problems in this lesson. Another characteristic of this particular problem is that solving it required that students do more than simply repeat procedures that they have already done or seen. In this case, students had to explore a mathematical concept. In the Australian data set, the average percentage of private work time per lesson devoted to something other than repeating procedures, or a mix of repeating procedures and something else, was 24% (Video Report, figure 5.13).
Talkbank - - 2 159 T exterior angles.
Talkbank - - 2 160 T and you're starting off with five of them.
Talkbank - - 2 161 T in the space up here just write down what you think might be something, a fact, that you might discover about those angles.
Talkbank - - 2 162 T there are some sentences starting.
Talkbank - - 2 163 UNK %xTEA:I'm giving encouragement, and a model for those who are having trouble starting.
Talkbank - - 2 164 T +" I think that all of the exterior angles will.
Talkbank - - 2 165 T some people are getting a bit more specific than that.