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)
Year published
2006
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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, ...
View more >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.
View less >
View more >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.
View less >
Conference Title
Identities, Cultures and Learning Spaces. Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia
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© 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).