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Changing the way to teach maths: Preservice primary teachersí reflections on using exploratory talk in teaching mathematics


Murphy, C, Changing the way to teach maths: Preservice primary teachers' reflections on using exploratory talk in teaching mathematics, Mathematics Teacher Education and Development, 18, (2) pp. 29-47. ISSN 1442-3901 (2016) [Refereed Article]

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Copyright 2016 Mathematics Education Research Group of Australasia, Inc.

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This paper reports on the reflections of twenty-one primary preservice teachers following a microteaching experience that focused on the use of talk and collaborative group work, as part of a primary mathematics specialist education programme. Based on the didactic strategies of exploratory talk, the experience intended to develop knowledge for teaching mathematics in a contingent way. Preservice teachersí reflections from an online survey and from written recounts were analysed in relation to noticing studentsí learning and behaviour. Whilst the preservice teachers indicated that the microteaching experience impacted on their teaching, some reflections revealed tensions in noticing student learning and in balancing a focus on both collaborative talk and mathematics content. These tensions suggest that resistance to change in the practice of novice teachers may not be due just to a conceptualisation of teaching mathematics, but also to awareness of student mathematical thinking as knowing-to.

Item Details

Item Type:Refereed Article
Keywords:preservice teachers, exploratory talk, didactic strategies, mathematics learning, noticing
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Murphy, C (Dr Carol Murphy)
ID Code:121567
Year Published:2016
Deposited By:Education
Deposited On:2017-10-03
Last Modified:2017-11-03
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