A framework for teachers’ knowledge of mathematical reasoning Herbert, Sandra 2014, A framework for teachers’ knowledge of mathematical reasoning, in MERGA 2014 : Curriculum in focus: research guided practice: Proceedings of the Mathematics Education Research Group of Australasia 2014 annual conference, MERGA, Sydney, N.S. W., pp. 702-705. Attached Files Name Description MIMEType Size Downloads herbert-frameworkfor-2014.pdf Published version application/pdf 192.18KB 145 Title A framework for teachers’ knowledge of mathematical reasoning Author(s) Herbert, Sandra orcid.org/0000-0001-5990-5099 Conference name Mathematics Education Research Group of Australasia. Annual Conference (37th : 2014 : Sydney, N. S. W.) Conference location Sydney, N. S. W. Conference dates 29 Jun. - 3 Jul. 2014 Title of proceedings MERGA 2014 : Curriculum in focus: research guided practice: Proceedings of the Mathematics Education Research Group of Australasia 2014 annual conference Editor(s) Anderson, Judy Cavanagh, Michael Prescott, Anne Publication date 2014 Conference series Mathematics Education Research Group of Australasia Annual Conference Start page 702 End page 705 Total pages 4 Publisher MERGA Place of publication Sydney, N.S. W. Keyword(s) mathematical reasoning teachers' perceptions phenomenography primary Summary Exploring and developing primary teachers’ understanding of mathematical reasoning was the focus of the Mathematical Reasoning Professional Learning Research Program. Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in their schools. Phenomenographic analysis of interview transcripts exploring variations in primary teachers’ perceptions of mathematical reasoning revealed seven categories of description based on four dimensions of variation, establishing a framework to evaluate development in understanding of reasoning. Language eng Field of Research 130105 Primary Education (excl Maori) 130208 Mathematics and Numeracy Curriculum and Pedagogy 130313 Teacher Education and Professional Development of Educators Socio Economic Objective 930202 Teacher and Instructor Development HERDC Research category E1 Full written paper - refereed Copyright notice ©2014, MERGA Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30064934 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Tue, 15 Jul 2014, 10:33:37 EST Tue, 15 Jul 2014, 12:53:42 EST Wed, 16 Jul 2014, 09:22:41 EST Mon, 21 Jul 2014, 10:03:06 EST Tue, 12 Aug 2014, 15:43:51 EST Tue, 12 Aug 2014, 15:45:06 EST Wed, 13 Aug 2014, 09:12:25 EST Mon, 03 Nov 2014, 14:54:29 EST Tue, 02 Dec 2014, 10:31:36 EST Wed, 07 Sep 2016, 07:22:33 EST Wed, 06 Dec 2017, 06:08:13 EST Fri, 07 Sep 2018, 17:13:02 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 626 Abstract Views, 146 File Downloads  -  Detailed Statistics Created: Tue, 15 Jul 2014, 10:33:22 EST by Sandra Herbert