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
Authors | Wells, Jill and Fry, Kym |
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Type | Conference 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. |
Keywords | mathematics instruction; inquiry; mathematical concepts; concept formation; teaching methods; measurement; geometry; foreign countries; evidence; planning; elementary school teachers; elementary school mathematics |
Year | 2019 |
Publisher | MERGA |
Web address (URL) | https://eric.ed.gov/?id=ED604304 |
Publisher's version | License All rights reserved File Access Level Controlled |
Page range | 268-275 |
Funder | Australian Research Council (ARC) |
Output status | Published |
Publication process dates | |
Deposited | 30 Nov 2021 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DP170101993 |
https://acuresearchbank.acu.edu.au/item/8x267/introducing-guided-mathematical-inquiry-in-the-classroom-complexities-of-developing-norms-of-evidence
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