You are not logged in.
Openly accessible

Developing noticing of reasoning through demonstration lessons

Bragg, Leicha A. and Vale, Colleen 2014, Developing noticing of reasoning through demonstration lessons, in MERGA 2014 : Curriculum in focus: research guided practice : Proceedings of the Mathematics Education Research Group of Australasia 2014 annual conference, Mathematics Education Research Group of Australasia, Adelaide, S. A., pp. 698-701.

Attached Files
Name Description MIMEType Size Downloads
bragg-developingnoticing-2014.pdf Published version application/pdf 463.34KB 83

Title Developing noticing of reasoning through demonstration lessons
Author(s) Bragg, Leicha A.ORCID iD for Bragg, Leicha A. orcid.org/0000-0003-0579-4244
Vale, ColleenORCID iD for Vale, Colleen orcid.org/0000-0002-9070-7071
Conference name Mathematics Education Research Group of Australasia. Annual Conference (37th : 2014 : Sydney, N. S. W.)
Conference location Sydney, N. S. W.
Conference dates 29 Jun. - 3 Jul. 2014
Title of proceedings MERGA 2014 : Curriculum in focus: research guided practice : Proceedings of the Mathematics Education Research Group of Australasia 2014 annual conference
Editor(s) Anderson, Judy
Cavanagh, Michael
Prescott, Anne
Publication date 2014
Conference series Mathematics Education Research Group of Australasia Annual Conference
Start page 698
End page 701
Total pages 4
Publisher Mathematics Education Research Group of Australasia
Place of publication Adelaide, S. A.
Keyword(s) mathematics education
mathematics research
noticing
demonstration lessons
Summary Observation of fellow educators conducting demonstration lessons is one avenue for teachers to develop sensitivity to noticing students’ reasoning. We examined teachers’ noticing of children’s learning behaviours in one demonstration lesson of the Mathematical Reasoning Professional Learning Research Program (MRPLRP). The observations of teachers evident in the audio-taped post-lesson group interviews conducted at one school are reported in this paper. The teachers noticed that the children struggled to employ mathematical language to communicate their reasoning and expressed concern about gaps in children’s understanding of key mathematical concepts. The teachers viewed limitations in language and mathematical conceptual understandings as a barrier to effective reasoning.
ISBN 9781920846275
1920846271
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2014, Mathematics Education Research Group of Australasia
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064836

Document type: Conference Paper
Collections: School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

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.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 266 Abstract Views, 82 File Downloads  -  Detailed Statistics
Created: Thu, 03 Jul 2014, 13:08:06 EST by Leicha Bragg

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.