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Achieving teacher professional growth through a focus on making students' mathematical thinking visible

Muir, Tracey
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Author
Muir, Tracey
Abstract
Providing opportunities for students to demonstrate their mathematical thinking can be challenging. This paper reports on a case study conducted with a teacher and her class of Grade 3/4 students which investigated this phenomenon. Following collection of baseline data that showed her students were not demonstrating evidence of mathematical thinking, the teacher implemented teaching approaches designed to address this. The findings indicated the teaching approaches were effective and led to changes in the teacher’s practice and professional growth. The study has implications for teachers who are looking to make changes to their practice based on evidence-informed teaching approaches.
Keywords
Education, Mathematics, Teachers
Date
2023
Type
Conference paper
Journal
Book
Volume
Issue
Page Range
371-378
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Collections
National School of Education
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Muir_2023_Achieving_teacher_professional_growth_through_a.pdf
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URI
https://hdl.handle.net/20.500.14802/11725
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DOI
Source URL
https://www.merga.net.au/Public/Publications/Annual_Conference_Proceedings/2023-Conference-Proceedings.aspx
Event URL
https://www.merga.net.au/Public/Publications/Annual_Conference_Proceedings/2023-Conference-Proceedings.aspx
Open Access Status
Published as ‘gold’ (paid) open access
License
All rights reserved
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Open
Notes
© MERGA Inc. 2023.