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Version 1 2014-10-28, 10:35Version 1 2014-10-28, 10:35
conference contribution
posted on 2014-01-01, 00:00authored byYook-Kin Loong
To support teachers in their quest to incorporate reasoning as a mathematical proficiency as espoused in the Australian Curriculum: Mathematics, a professional learning research project using demonstration lessons was carried out. This paper reports on the impact of demonstration lessons on one participating teacher’s pedagogical knowledge about reasoning. The growth in this teacher’s knowledge was analysed using a phenomenographic framework established to evaluate teachers’ development in mathematical reasoning. The results show that demonstration and subsequent trial lessons contributed to her growth.
History
Event
Mathematics Education Research Group of Australasia. Annual Conference (37th : 2014 : Sydney, N. S. W.)
Pagination
706 - 709
Publisher
MERGA
Location
Sydney, N.S.W.
Place of publication
Adelaide, S. A.
Start date
2014-06-29
End date
2014-07-03
Language
eng
Publication classification
E1 Full written paper - refereed
Copyright notice
2014, MERGA
Editor/Contributor(s)
J Anderson, M Cavanagh, A Prescott
Title of proceedings
MERGA 2014 : Curriculum in focus: research guided practice : Proceedings of the Mathematics Education Research Group of Australasia 2014 annual conference