Being explicit about aspects of mathematics pedagogy
View/ Open
File version
Version of Record (VoR)
Author(s)
Sullivan, Peter
Mousley, Judy
Jorgensen, Robyn
Harrison, Robyn Turner
Griffith University Author(s)
Year published
2003
Metadata
Show full item recordAbstract
It is conventional wisdom that contextualising mathematics tasks can make them more
meaningful for students, and that open-ended questions create opportunities for student
engagement. Yet concerns are emerging that strategies such as these may exacerbate the
disadvantage of some. We report data from a project that seeks to address such concerns
by encouraging teachers to be explicit about aspects of their pedagogy. When teachers
were explicit about aspects of the pedagogy, the students responded in the direction
intended.It is conventional wisdom that contextualising mathematics tasks can make them more
meaningful for students, and that open-ended questions create opportunities for student
engagement. Yet concerns are emerging that strategies such as these may exacerbate the
disadvantage of some. We report data from a project that seeks to address such concerns
by encouraging teachers to be explicit about aspects of their pedagogy. When teachers
were explicit about aspects of the pedagogy, the students responded in the direction
intended.
View less >
View less >
Conference Title
Proceedings of the 2003 Joint Meeting of PME and PMENA
Publisher URI
Copyright Statement
© The Author(s) 2003. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).