A reflection on what adds up: Teaching the mathematically disengaged
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This paper focuses on my experiences with a particularly difficult, disengaged middle school mathematics class who were disillusioned with the learning process. In response I introduced this class to Collective Argumentation, a structured approach for students to work collaboratively and participate in mathematical discussions. By giving the students a voice and an opportunity to talk their way to understanding an enhanced engagement was observable. The outcomes have implications for those teachers disillusioned by traditional teaching methods as they attempt to re-engage their students.
Australian Journal of Middle Schooling
© 2010 Middle Years of Schooling Association (MYSA). This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Mathematics and Numeracy Curriculum and Pedagogy