Visible thinking: young children's shared reasoning in the mathematics classroom

This paper argues for classroom practices that support a mathematical learning environment for young children where models of reasoning and inquiry skills as well as concepts are shared and practised through dialogue. Some core aspects of collective dialogue and community of inquiry learning are addressed. Results are reported from a South Australian study of five year old children engaged in data-modelling activities incorporating collaborative learning as part of their mathematics curriculum. Findings include children’s abilities to recognise differing ideas, to share reasoning through dialogue and to draw from each other’s reasoning in their own problem solving and decision making.