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Developing guidelines for teachers helping students experiencing difficulty in learning mathematics

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conference contribution
posted on 2006-01-01, 00:00 authored by P Sullivan, Judith Mousley, R Zevenbergen
As part of an ongoing project, we have developed a model of planning and teaching that is designed to assist teachers to help students overcome barriers they might experience in learning mathematics. The following is a discussion of one aspect of the model that we term “enabling prompts”. These refer to the directions, invitations, or questions that a teacher offers when interacting one-on-one with students experiencing difficulties. We argue that teachers should plan to pose subsidiary questions in the first instance, rather than, for example, offering further explanations. We outline our overall planning and teaching model, we present some examples of enabling prompts used by our project teachers, and we propose some considerations for teachers when structuring their own enabling prompts.

History

Pagination

496 - 503

Location

Canberra, A.C.T.

Open access

  • Yes

Start date

2006-07-01

End date

2006-07-05

ISBN-13

9781920846114

ISBN-10

1920846123

Language

eng

Publication classification

E1 Full written paper - refereed

Copyright notice

2006, MERGA

Editor/Contributor(s)

P Grootenboer, R Zevenbergen, M Chinnappan

Title of proceedings

Identities, cultures and learning spaces : proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, held at Rydges Lakeside Hotel, Canberra, 1-5 July 2006

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