A framework for primary teachers’ perceptions of mathematical reasoning

Herbert, Sandra, Vale, Colleen, Bragg, Leicha A., Loong, Esther and Widjaja, Wanty 2015, A framework for primary teachers’ perceptions of mathematical reasoning, International journal of educational research, vol. 74, pp. 26-37, doi: 10.1016/j.ijer.2015.09.005.

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Title A framework for primary teachers’ perceptions of mathematical reasoning
Author(s) Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Vale, ColleenORCID iD for Vale, Colleen orcid.org/0000-0002-9070-7071
Bragg, Leicha A.ORCID iD for Bragg, Leicha A. orcid.org/0000-0003-0579-4244
Loong, EstherORCID iD for Loong, Esther orcid.org/0000-0003-2396-8017
Widjaja, WantyORCID iD for Widjaja, Wanty orcid.org/0000-0002-7288-6088
Journal name International journal of educational research
Volume number 74
Start page 26
End page 37
Total pages 12
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2015-11-10
ISSN 1873-538X
Keyword(s) Phenomenography
Mathematical reasoning
Mathematical thinking
Primary mathematics curriculum
Mathematical content knowledge
Professional learning
Summary Mathematical reasoning has been emphasised as one of the key proficiencies for mathematics in the Australian curriculum since 2011 and in the Canadian curriculum since 2007. This study explores primary teachers’ perceptions of mathematical reasoning at a time of further curriculum change. Twenty-four primary teachers from Canada and Australia were interviewed after engagement in the first stage of the Mathematical Reasoning Professional Learning Program incorporating demonstration lessons focused on reasoning conducted in their schools. Phenomenographic analysis of interview transcripts exploring variation in the perceptions of mathematical reasoning held by these teachers revealed seven categories of description based on four dimensions of variation. The categories delineate the different perceptions of mathematical reasoning expressed by the participants of this study. The resulting outcome space establishes a framework that facilitates tracking of growth in primary teachers’ awareness of aspects of mathematical reasoning.
Language eng
DOI 10.1016/j.ijer.2015.09.005
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079403

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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