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dc.contributor.authorSullivan, Peteren_US
dc.contributor.authorMousley, Judyen_US
dc.contributor.authorJorgensen, Robynen_US
dc.contributor.editorFou-Lai Linen_US
dc.date.accessioned2017-05-03T13:09:00Z
dc.date.available2017-05-03T13:09:00Z
dc.date.issued2006en_US
dc.date.modified2007-08-07T04:28:40Z
dc.identifier.issn15710068en_US
dc.identifier.urihttp://hdl.handle.net/10072/13745
dc.description.abstractThe basic unit of school based mathematics teaching is the lesson. This article is a contribution to understanding teacher actions that facilitate successful lessons, defined as those that engage all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. An underlying assumption is that lessons can seek to build a sense in the students that their experience has elements in common with the rest of the class and that this can be done through attention to particular aspects of the mathematical and socio-mathematical goals. We examine three teacher actions that address the mathematical goals: using open-ended tasks, preparing prompts to support students experiencing difficulty, and posing extension tasks to students who finish the set tasks quickly; as well as actions that address the socio-mathematical goals by making classroom processes explicit. To illustrate and elaborate these actions, we describe a particular lesson taught to a heterogeneous upper primary (age 11-12) classen_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeUSAen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom117en_US
dc.relation.ispartofpageto143en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalInternational Journal of Science and Mathematics Educationen_US
dc.relation.ispartofvolume4en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330202en_US
dc.titleTeacher actions to maximize matematics learning opportunities in heterogeneous classroomsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2006
gro.hasfulltextNo Full Text


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