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. Attached Files Name Description MIMEType Size Downloads Title Tracking change in primary teachers’ understanding of mathematical reasoning through demonstration lessons Author(s) Loong, Yook-Kin orcid.org/0000-0003-2396-8017 Vale, Colleen orcid.org/0000-0002-9070-7071 Herbert, Sandra orcid.org/0000-0001-5990-5099 Bragg, Leicha A. orcid.org/0000-0003-0579-4244 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 Collections: Faculty of Arts and Education School of Education Related Links Link Description   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 17 Jul 2017, 17:00:07 EST Tue, 18 Jul 2017, 05:03:49 EST Sat, 19 Aug 2017, 06:05:26 EST Tue, 22 Aug 2017, 09:27:58 EST Tue, 22 Aug 2017, 09:29:53 EST Tue, 22 Aug 2017, 09:30:46 EST Tue, 08 May 2018, 10:24:26 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 345 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Mon, 17 Jul 2017, 17:00:07 EST

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