id: 06503047
dt: a
an: 2015f.00174
au: Cheeseman, Jill
ti: Mathematical conversations that challenge childrenâ€™s thinking.
so: Perry, Bob (ed.) et al., Mathematics and transition to school.
International perspectives. Singapore: Springer (ISBN
978-981-287-214-2/hbk; 978-981-287-215-9/ebook). Early Mathematics
Learning and Development, 273-293 (2015).
py: 2015
pu: Singapore: Springer
la: EN
cc: C32 C52
ut: mathematical conversations; mathematical reasoning; mathematical thinking;
transition to school
ci:
li: doi:10.1007/978-981-287-215-9_17
ab: Summary: The interactions young children have with adults are of great
importance in developing childrenâ€™s mathematical reasoning. The
one-to-one mathematical conversations and interactions young children
have with their teachers are memorable to children. In their 1st year
at school, children can recall their conversations with the teacher,
reconstruct their thinking, and reflect on their learning. Children
construct mathematical ideas in the course of their interactions with
their teacher and classmates. Interactions in whole class settings have
been studied. However, not as much has been written about the
interactions between teacher and child in one-to-one conversations
during the mathematics lessons of young children. This chapter examines
the nature of teacher-child mathematical conversations and how they
evolve as children move to the generally more formal setting of school.
Interactions that challenge children to think mathematically in their
transition year to school illustrate the central characteristics of
questioning, listening, and thinking. The mathematical pedagogical
behaviours that support and facilitate these interactions are noted.
rv: