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  • Developing Guidelines for Teachers Helping Students Experiencing Difficulty in Learning Mathematics

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    Author(s)
    Sullivan, Peter
    Mousley, Judy
    Jorgensen, Robyn
    Griffith University Author(s)
    Jorgensen, Robyn L.
    Year published
    2006
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    Abstract
    As part of an ongoing project, we have developed a model of planning and teaching that is designed to assist teachers to help students overcome barriers they might experience in learning mathematics. The following is a discussion of one aspect of the model that we term “enabling prompts”. These refer to the directions, invitations, or questions that a teacher offers when interacting one-on-one with students experiencing difficulties. We argue that teachers should plan to pose subsidiary questions in the first instance, rather than, for example, offering further explanations. We outline our overall planning and teaching model, ...
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    As part of an ongoing project, we have developed a model of planning and teaching that is designed to assist teachers to help students overcome barriers they might experience in learning mathematics. The following is a discussion of one aspect of the model that we term “enabling prompts”. These refer to the directions, invitations, or questions that a teacher offers when interacting one-on-one with students experiencing difficulties. We argue that teachers should plan to pose subsidiary questions in the first instance, rather than, for example, offering further explanations. We outline our overall planning and teaching model, we present some examples of enabling prompts used by our project teachers, and we propose some considerations for teachers when structuring their own enabling prompts.
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    Conference Title
    Identities, Cultures and Learning Spaces. Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia
    Publisher URI
    https://www.merga.net.au/
    Copyright Statement
    © 2006 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s).
    Publication URI
    http://hdl.handle.net/10072/13071
    Collection
    • Conference outputs

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