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Being explicit about aspects of mathematics pedagogy

Sullivan, Peter, Mousley, Judy, Zevenbergen, Robyn and Harrison, R. 2003, Being explicit about aspects of mathematics pedagogy, in Proceedings of the 2003 joint meeting of PME and PMENA : PME27/PME-NA25, University of Hawaii, Honolulu, HI, pp. 267-274.

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Title Being explicit about aspects of mathematics pedagogy
Author(s) Sullivan, Peter
Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Zevenbergen, Robyn
Harrison, R.
Conference name International Group for the Psychology of Mathematics Education. Joint meeting (27th : 2003 : Honolulu, HI)
Conference location Honolulu, Hawaii
Conference dates 13 - 18 July 2003
Title of proceedings Proceedings of the 2003 joint meeting of PME and PMENA : PME27/PME-NA25
Editor(s) Pateman, Neil
Dougherty, Barbara
Zilliox, Joseph
Publication date 2003
Conference series International Group for the Psychology of Mathematics Education Conference
Start page 267
End page 274
Publisher University of Hawaii
Place of publication Honolulu, HI
Summary It is conventional wisdom that contextualising mathematics tasks can make them more meaningful for students, and that open-ended questions create opportunities for student engagement. Yet concerns are emerging that strategies such as these may exacerbate the disadvantage of some. We report data from a project that seeks to address such concerns by encouraging teachers to be explicit about aspects of their pedagogy. Men teachers were explicit about aspects of the pedagogy, the students responded in the direction intended.

Notes Reproduced with the kind permission of the copyright owner.
ISSN 0771-100X
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2003, PME and PMENA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30009582

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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.