Tracking change in primary teachers’ understanding of mathematical reasoning through demonstration lessons

Loong, Yook-Kin, Vale, Colleen, Herbert, Sandra, Bragg, Leicha A. and Widjaja, Wanty 2017, Tracking change in primary teachers’ understanding of mathematical reasoning through demonstration lessons, Mathematics teacher education and development, vol. 19.1, pp. 5-29.

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Title Tracking change in primary teachers’ understanding of mathematical reasoning through demonstration lessons
Author(s) Loong, Yook-KinORCID iD for Loong, Yook-Kin orcid.org/0000-0003-2396-8017
Vale, ColleenORCID iD for Vale, Colleen orcid.org/0000-0002-9070-7071
Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Bragg, Leicha A.ORCID iD for Bragg, Leicha A. orcid.org/0000-0003-0579-4244
Widjaja, WantyORCID iD for Widjaja, Wanty orcid.org/0000-0002-7288-6088
Journal name Mathematics teacher education and development
Volume number 19.1
Start page 5
End page 29
Total pages 25
Publisher Mathematics Education Research Group of Australasia
Place of publication Bruce, A.C.T.
Publication date 2017-07-03
ISSN 1442-3901
Keyword(s) teacher professional learning
demonstration lessons
mathematical reasoning
post-lesson discussion
inquiry community
primary school
Summary This paper reports on the impact of a professional learning programme on participating teachers’ perceptions of mathematical reasoning. A total of 26 teachers participated in this study from four schools in Victoria, Australia and one school in British Columbia, Canada. The participants observed two demonstration lessons prepared and taught by the research team, attended pre- and post-demonstration lesson group discussions and taught each lesson in their classroom. Interviews with participating teachers before beginning the program, after trialling the first demonstration lesson, and after trialling the second lesson provided data for analysis. The Primary Teachers' Perceptions of Mathematical Reasoning Framework previously established by the research team was used to track the shifts in teachers’ perceptions and understanding of mathematical reasoning across the program. We theorise that intentional foci on salient aspects of reasoning demonstration lessons, highly collaborative reflections, and teacher enactment of the demonstrated lessons have the potential to develop teachers’ perceptions and understanding of reasoning.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
1302 Curriculum And Pedagogy
1303 Specialist Studies In Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©[2017, MERGA]
Persistent URL http://hdl.handle.net/10536/DRO/DU:30098018

Document type: Journal Article
Collection: School of Education
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