id: 06670863
dt: j
an:
au: Bragg, Leicha A.; Herbert, Sandra; Loong, Esther Yoon-Kin; Vale, Colleen;
Widjaja, Wanty
ti: Primary teachers notice the impact of language on children’s mathematical
reasoning.
so: Math. Educ. Res. J. 28, No. 4, 523-544 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: C50 E50
ut: language; noticing; reasoning; primary mathematics; mathematical
terminology
ci:
li: doi:10.1007/s13394-016-0178-y
ab: Summary: Mathematical reasoning is now featured in the mathematics
curriculum documents of many nations, but this necessitates changes to
teaching practice and hence a need for professional learning. The
development of children’s mathematical reasoning requires appropriate
encouragement and feedback from their teacher who can only do this if
they recognise mathematical reasoning in children’s actions and
words. As part of a larger study, we explored whether observation of
educators conducting mathematics lessons can develop teachers’
sensitivity in noticing children’s reasoning and consideration of how
to support reasoning. In the Mathematical Reasoning Professional
Learning Research Program, demonstration lessons were conducted in
Australian and Canadian primary classrooms. Data sources included
post-lesson group discussions. Observation of demonstration lessons and
engagement in post-lesson discussions proved to be effective vehicles
for developing a professional eye for noticing children’s individual
and whole-class reasoning. In particular, the teachers noticed that
children struggled to employ mathematical language to communicate their
reasoning and viewed limitations in language as a major barrier to
increasing the use of mathematical reasoning in their classrooms. Given
the focus of teachers’ noticing of the limitations in some types of
mathematical language, it seems that targeted support is required for
teachers to facilitate classroom discourse for reasoning.
rv: