Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms

Sullivan, Peter, Mousley, Judy and Zevenbergen, Robyn 2006, Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms, International journal of science and mathematics education, vol. 4, no. 1, pp. 117-143, doi: 10.1007/s10763-005-9002-y.

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Title Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms
Author(s) Sullivan, Peter
Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Zevenbergen, Robyn
Journal name International journal of science and mathematics education
Volume number 4
Issue number 1
Start page 117
End page 143
Publisher Springer Netherlands
Place of publication Amsterdam, The Netherlands
Publication date 2006-03
ISSN 1571-0068
Keyword(s) classroom research
heterogeneous class teaching
lesson structure
mathematics teaching
teacher actions
Summary The basic unit of school based mathematics teaching is the lesson. This article is a contribution to understanding teacher actions that facilitate successful lessons, defined as those that engage all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. An underlying assumption is that lessons can seek to build a sense in the students that their experience has elements in common with the rest of the class and that this can be done through attention to particular aspects of the mathematical and socio-mathematical goals. We examine three teacher actions that address the mathematical goals: using open-ended tasks, preparing prompts to support students experiencing difficulty, and posing extension tasks to students who finish the set tasks quickly; as well as actions that address the socio-mathematical goals by making classroom processes explicit. To illustrate and elaborate these actions, we describe a particular lesson taught to a heterogeneous upper primary (age 11–12) class.
Notes SpringerLink Date Wednesday, October 05, 2005
Language eng
DOI 10.1007/s10763-005-9002-y
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2005, National Science Council, Taiwan
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008946

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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