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Increasing access to mathematical thinking

journal contribution
posted on 2005-05-01, 00:00 authored by P Sullivan, Judith Mousley, R Zevenbergen
This article is a contribution to understanding of teacher actions that can contribute to a successful mathematics learning experience, defined as one that engages all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. We offer an example of a task that can form the basis of such a learning experience. The key elements are that the task is open-ended, that the teacher offers specific pedagogical prompts to support student leaning, that the teacher builds a sense of community by ensuring that there are some common experiences, and the teacher prepare prompts that can be used to support students who are experiencing difficulty, or to extend those students who complete the
basic task readily.

History

Journal

Australian mathematical society gazette

Volume

32

Issue

2

Pagination

105 - 109

Publisher

The Society

Location

St Lucia, Qld

ISSN

0311-0729

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

Aust MS

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