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From research to practice: the case of mathematical reasoning
Citation
Siemon, D and Callingham, R and Day, L and Horne, M and Seah, R and Stephens, M and Watson, J, From research to practice: the case of mathematical reasoning, Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia), 1-5 July 2018, Auckland, New Zealand, pp. 40-49. (2018) [Refereed Conference Paper]
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Copyright Statement
Copyright 2018 MERGA Inc.
Official URL: https://www.merga.net.au/Public/Public/Publication...
Abstract
Mathematical proficiency is a key goal of the Australian Mathematics curriculum.
However, international assessments of mathematical literacy suggest that mathematical
reasoning and problem solving are areas of difficulty for Australian students. Given the
efficacy of teaching informed by quality assessment data, a recent study focused on the
development of evidence-based Learning Progressions for Algebraic, Spatial and Statistical
Reasoning that can be used to identify where students are in their learning and where they
need to go to next. Importantly, they can also be used to generate targeted teaching advice
and activities to help teachers progress student learning. This paper explores the processes
involved in taking the research to practice.
Item Details
Item Type: | Refereed Conference Paper |
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Keywords: | mathematical reasoning, research, teaching |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Mathematics and numeracy curriculum and pedagogy |
Objective Division: | Education and Training |
Objective Group: | Other education and training |
Objective Field: | Other education and training not elsewhere classified |
UTAS Author: | Callingham, R (Associate Professor Rosemary Callingham) |
UTAS Author: | Watson, J (Professor Jane Watson) |
ID Code: | 127897 |
Year Published: | 2018 |
Deposited By: | Education |
Deposited On: | 2018-08-20 |
Last Modified: | 2019-02-14 |
Downloads: | 20 View Download Statistics |
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