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Inclining to explore mathematically and pedagogically: students and teachers possessing the same characteristics

Williams, Gaye 2016, Inclining to explore mathematically and pedagogically: students and teachers possessing the same characteristics, in MAV 2016: Maths explosion : Proceedings of the 53rd Mathematics Association of Victoria 2016 Annual Conference, Mathematical Association of Victoria, Melbourne, Vic., pp. 87-97.

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Title Inclining to explore mathematically and pedagogically: students and teachers possessing the same characteristics
Author(s) Williams, Gaye
Conference name Mathematical Association of Victoria. Annual Conference (53rd : 2016 : Bundoora, Victoria)
Conference location Bundoora, Victoria
Conference dates 1-2 Dec. 2016
Title of proceedings MAV 2016: Maths explosion : Proceedings of the 53rd Mathematics Association of Victoria 2016 Annual Conference
Editor(s) Widjaja, Wanty
Loong, Esther Yook-Kin
Bragg, Leicha A.
Publication date 2016
Conference series Mathematical Association of Victoria Annual Conference
Start page 87
End page 97
Total pages 10
Publisher Mathematical Association of Victoria
Place of publication Melbourne, Vic.
Summary My research shows that students of mathematics who are inclined to undertake mathematical problem solving activity, and teachers who are inclined to experiment on- the-run share common personal characteristics. These characteristics are associated with what they do when something does not work. I have shown that such characteristic can be built in students as they undertake mathematical problem solving through my Engaged to Learn Approach. The focus of this paper is on recognizing, and building the characteristics that incline students to explore mathematically, and teachers to explore ‘pedagogically’. These are the characteristics of optimistic/resilient people as defined by Seligman (1995). If (as my research suggests) these characteristics are a necessary part of exploring new ideas then we need to pay as much attention to building them as we have to increasing the mathematical knowledge of teachers, and increasing their knowledge about teaching approaches that build deep understandings.
ISBN 9781876949600
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2016, Mathematical Association of Victoria
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090234

Document type: Conference Paper
Collection: School of Education
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