Introducing guided mathematical inquiry in the classroom : Complexities of developing norms of evidence

Conference paper

Wells, Jill and Fry, Kym. (2019). Introducing guided mathematical inquiry in the classroom : Complexities of developing norms of evidence. 42nd annual conference of the mathematics education research group of Australasia. Curtin University, Perth, Western Australia, Australia 30 Jun - 04 Jul 2019 MERGA. pp. 268-275
AuthorsWells, Jill and Fry, Kym
TypeConference paper
Abstract

Guided Mathematical Inquiry (GMI) supports the development of deep understandings about mathematics concepts as students learn to address inquiry questions with evidence-based claims. Developing an evidence-based focus has been shown to be problematic with children. This paper presents how a framework for evidence was developed through the expert knowledge of teachers experienced in GMI with components trialled and illustrated using a Year 3 classroom unit on measurement and geometry. This framework can be used to give insight into the complexity of an evidence-focus in mathematics and support further research.

Keywordsmathematics instruction; inquiry; mathematical concepts; concept formation; teaching methods; measurement; geometry; foreign countries; evidence; planning; elementary school teachers; elementary school mathematics
Year2019
PublisherMERGA
Web address (URL)https://eric.ed.gov/?id=ED604304
Publisher's version
License
All rights reserved
File Access Level
Controlled
Page range268-275
FunderAustralian Research Council (ARC)
Output statusPublished
Publication process dates
Deposited30 Nov 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP170101993
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