Add to ORKGTo support teachers in their quest to incorporate reasoning as a mathematical proficiency as espoused in the Australian Curriculum: Mathematics, a professional learning research project using demonstration lessons was carried out. This paper reports on the impact of demonstration lessons on one participating teacher’s pedagogical knowledge about reasoning. The growth in this teacher’s knowledge was analysed using a phenomenographic framework established to evaluate teachers’ development in mathematical reasoning. The results show that demonstration and subsequent trial lessons contributed to her growth
Improved pedagogical practice does not happen in a silo; it requires impetus. External influences an...
In recent years knowledge required for effective mathematics teaching has become more defined. A key...
The Australian Curriculum: Mathematics calls for the concurrent development of mathematical skills a...
Reasoning is an important aspect in the understanding and learning of mathematics. This paper report...
This paper reports on the impact of a professional learning programme on participating teachers&rsqu...
Exploring and developing primary teachers’ understanding of mathematical reasoning was the foc...
Mathematical reasoning has been emphasised as one of the key proficiencies for mathematics in the Au...
Observation of fellow educators conducting demonstration lessons is one avenue for teachers to devel...
Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but ...
The development of mathematical reasoning is part of the school curricula from the first years, as ...
We draw on a 5-year professional development design study to discuss how a group of middle-school ma...
Mathematical proficiency is a key goal of the Australian Mathematics curriculum. However, internatio...
Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, ...
The ability to apply and follow mathematical reasoning is an ability students should develop accordi...
In 1989, the National Research Council recommended “a shift from teaching routine procedures to dev...
Improved pedagogical practice does not happen in a silo; it requires impetus. External influences an...
In recent years knowledge required for effective mathematics teaching has become more defined. A key...
The Australian Curriculum: Mathematics calls for the concurrent development of mathematical skills a...
Reasoning is an important aspect in the understanding and learning of mathematics. This paper report...
This paper reports on the impact of a professional learning programme on participating teachers&rsqu...
Exploring and developing primary teachers’ understanding of mathematical reasoning was the foc...
Mathematical reasoning has been emphasised as one of the key proficiencies for mathematics in the Au...
Observation of fellow educators conducting demonstration lessons is one avenue for teachers to devel...
Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but ...
The development of mathematical reasoning is part of the school curricula from the first years, as ...
We draw on a 5-year professional development design study to discuss how a group of middle-school ma...
Mathematical proficiency is a key goal of the Australian Mathematics curriculum. However, internatio...
Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, ...
The ability to apply and follow mathematical reasoning is an ability students should develop accordi...
In 1989, the National Research Council recommended “a shift from teaching routine procedures to dev...
Improved pedagogical practice does not happen in a silo; it requires impetus. External influences an...
In recent years knowledge required for effective mathematics teaching has become more defined. A key...
The Australian Curriculum: Mathematics calls for the concurrent development of mathematical skills a...