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Increasing access to mathematical thinking

Sullivan, Peter, Mousley, Judy and Zevenbergen, Robyn 2005, Increasing access to mathematical thinking, Australian mathematical society gazette, vol. 32, no. 2, pp. 105-109.

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Title Increasing access to mathematical thinking
Author(s) Sullivan, Peter
Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Zevenbergen, Robyn
Journal name Australian mathematical society gazette
Volume number 32
Issue number 2
Start page 105
End page 109
Publisher The Society
Place of publication St Lucia, Qld
Publication date 2005-05
ISSN 0311-0729
Keyword(s) classroom research
mathematics teaching
teacher actions
mixed ability teaching
classroom community
Summary This article is a contribution to understanding of teacher actions that can contribute to a successful mathematics learning experience, defined as one that engages all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. We offer an example of a task that can form the basis of such a learning experience. The key elements are that the task is open-ended, that the teacher offers specific pedagogical prompts to support student leaning, that the teacher builds a sense of community by ensuring that there are some common experiences, and the teacher prepare prompts that can be used to support students who are experiencing difficulty, or to extend those students who complete the
basic task readily.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©Aust MS
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008780

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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