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Keeping all students on the learning path

Mousley, Judy, Sullivan, Peter and Zevenbergen, Robyn 2007, Keeping all students on the learning path, in The mathematics education into the 21st century project : Proceedings of the 9th International Conference Mathematics Education in a Global Community, held at Charlotte, North Carolina, USA, September 7 - 12, 2007, University of North Carolina Charlotte, Charlotte, N. C., pp. 466-471.

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Title Keeping all students on the learning path
Author(s) Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Sullivan, Peter
Zevenbergen, Robyn
Conference name International Conference Mathematics Education into the 21st Century Project (9th : 2007 : Charlotte, North Carolina)
Conference location Charlotte, North Carolina
Conference dates 7-12 September 2007
Title of proceedings The mathematics education into the 21st century project : Proceedings of the 9th International Conference Mathematics Education in a Global Community, held at Charlotte, North Carolina, USA, September 7 - 12, 2007
Editor(s) Pugalee, David K.
Rogerson, Alan
Schinck, Amélie
Publication date 2007
Conference series International Conference Mathematics Education into the 21st Century Project
Start page 466
End page 471
Total pages 6
Publisher University of North Carolina Charlotte
Place of publication Charlotte, N. C.
Keyword(s) mathematics education
Summary A powerful notion to guide thinking about whole-class mathematics teaching is Vygotsky’s zone of proximal development (ZPD). Our research with primary and secondary teachers over the last six years has identified roles of teachers in relation to the ZPD, and ways of overcoming some typical barriers to students’ movement through their zones. Methods have included focus groups of experts, video analysis of classroom interactions, classroom observation, and analysis of lesson plans and teachers’ reflections teaching processes their outcomes. The research has involved the gradual development, trailing, evaluation, and adjustment of a six-component model for planning and teaching mathematics. The focus of this paper is on the use of one of its components, “differentiated learning trajectories”.
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Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2007, Maths Education into the 21st Century
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30025752

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.