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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 Type:	Refereed Conference Paper
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