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Being explicit about aspects of mathematics pedagogy

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conference contribution
posted on 2003-01-01, 00:00 authored by P Sullivan, Judith Mousley, R Zevenbergen, R Harrison
It is conventional wisdom that contextualising mathematics tasks can make them more meaningful for students, and that open-ended questions create opportunities for student engagement. Yet concerns are emerging that strategies such as these may exacerbate the disadvantage of some. We report data from a project that seeks to address such concerns by encouraging teachers to be explicit about aspects of their pedagogy. Men teachers were explicit about aspects of the pedagogy, the students responded in the direction intended.

History

Pagination

267 - 274

Location

Honolulu, Hawaii

Open access

  • Yes

Start date

2003-07-13

End date

2003-07-18

ISSN

0771-100X

Language

eng

Notes

Reproduced with the kind permission of the copyright owner.

Publication classification

E1 Full written paper - refereed

Copyright notice

2003, PME and PMENA

Editor/Contributor(s)

N Pateman, B Dougherty, J Zilliox

Title of proceedings

Proceedings of the 2003 joint meeting of PME and PMENA : PME27/PME-NA25

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