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What does mathematics understanding look like?

Mousley, Judy 2005, What does mathematics understanding look like?, in Building connections : research, theory and practice : proceedings of the annual conference held at RMIT, Melbourne, 7th-9th July 2005, Merga, Pymble, N.S.W., pp. 553-560.

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Title What does mathematics understanding look like?
Author(s) Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Conference name Mathematics Education Research Group of Australasia. Conference (28th : 2005 : Melbourne, Vic.)
Conference location Melbourne, Victoria
Conference dates 7 -9 July 2005
Title of proceedings Building connections : research, theory and practice : proceedings of the annual conference held at RMIT, Melbourne, 7th-9th July 2005
Editor(s) Clarkson, Philip
Publication date 2005
Conference series Mathematics Education Research Group of Australasia Conference
Start page 553
End page 560
Publisher Merga
Place of publication Pymble, N.S.W.
Summary The concept of mathematical understanding is central to curriculum development, classroom interaction, and the training of mathematics teachers In this paper, some models of the growth of understanding that the literature presents are outlined Some results of a study that documented four primary teachers’ mental models of, and beliefs about, different forms of understanding are reported It is proposed that linear models may restrict ways that these teachers plan lessons Questions for further research are raised
ISBN 1920846077
9781920846077
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2005, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005792

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.