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Developing guidelines for teachers helping students experiencing difficulty in learning mathematics

Sullivan, Peter, Mousley, Judy and Zevenbergen, Robyn 2006, Developing guidelines for teachers helping students experiencing difficulty in learning mathematics, in Identities, cultures and learning spaces : proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, held at Rydges Lakeside Hotel, Canberra, 1-5 July 2006, MERGA, Pymble, N.S.W., pp. 496-503.

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Title Developing guidelines for teachers helping students experiencing difficulty in learning mathematics
Author(s) Sullivan, Peter
Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Zevenbergen, Robyn
Conference name Mathematics Education Research Group of Australasia. Conference (29th : 2006 : Canberra, ACT)
Conference location Canberra, A.C.T.
Conference dates 1 - 5 July 2006
Title of proceedings Identities, cultures and learning spaces : proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, held at Rydges Lakeside Hotel, Canberra, 1-5 July 2006
Editor(s) Grootenboer, Peter
Zevenbergen, Robyn
Chinnappan, Mohan
Publication date 2006
Conference series Mathematics Education Research Group of Australasia Conference
Start page 496
End page 503
Publisher MERGA
Place of publication Pymble, N.S.W.
Summary As part of an ongoing project, we have developed a model of planning and teaching that is designed to assist teachers to help students overcome barriers they might experience in learning mathematics. The following is a discussion of one aspect of the model that we term “enabling prompts”. These refer to the directions, invitations, or questions that a teacher offers when interacting one-on-one with students experiencing difficulties. We argue that teachers should plan to pose subsidiary questions in the first instance, rather than, for example, offering further explanations. We outline our overall planning and teaching model, we present some examples of enabling prompts used by our project teachers, and we propose some considerations for teachers when structuring their own enabling prompts.
ISBN 1920846123
9781920846114
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 ©2006, MERGA
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30009740

Document type: Conference Paper
Collections: School of Education
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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.