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From 'uh-oh' to 'ah-ha!' - fostering intuition in the classroom

Citation

Oates, G, From 'uh-oh' to 'ah-ha!' - fostering intuition in the classroom, 2019 Mathematics Association of Victoria Conference, 20-21 June 2019, Melbourne, Australia (2019) [Keynote Presentation]


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Abstract

Inquiry-based learning; problem solving; challenging tasks; student-centred learning; active learning: These terms are commonly used for an approach to learning mathematics which sees the student develop their own understanding as they work through a mathematical problem, and such approaches are - quite rightly - widely promoted in our classrooms.

These approaches give students better chances to experience authentic mathematical experiences as they attempt to model real life problems and data. The exact nature of the inquiry can vary greatly, from a more traditional confirmation inquiry where the teacher frames questions for the student, usually with a specific pre-determined outcome, on to structured and guided inquiry with decreasing levels of scaffolding, through to open inquiry, where students formulate their own research question(s).

Item Details

Item Type:Keynote Presentation
Keywords:mathematics education, student motivation
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in education
UTAS Author:Oates, G (Associate Professor Greg Oates)
ID Code:143374
Year Published:2019
Deposited By:Education
Deposited On:2021-03-13
Last Modified:2021-05-07
Downloads:6 View Download Statistics

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