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Achieving Teacher Professional Growth through a Focus on Making Students' Mathematical Thinking Visible

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  • Additional Information
    • Availability:
      Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
    • Peer Reviewed:
      N
    • Source:
      8
    • Education Level:
      Elementary Education
      Early Childhood Education
      Grade 3
      Primary Education
      Grade 4
      Intermediate Grades
    • Subject Terms:
      Development; Mathematics Instruction; Evidence Based Practice; Teaching Methods; Thinking Skills; Elementary School Students; Grade 3; Grade 4; Educational Change; Case Studies; Student Behavior; Teacher Attitudes; Foreign Countries
    • Subject Terms:
      Australia
    • Abstract:
      Providing opportunities for students to demonstrate their mathematical thinking can be challenging. This paper reports on a case study conducted with a teacher and her class of Grade 3/4 students which investigated this phenomenon. Following collection of baseline data that showed her students were not demonstrating evidence of mathematical thinking, the teacher implemented teaching approaches designed to address this. The findings indicated the teaching approaches were effective and led to changes in the teacher's practice and professional growth. The study has implications for teachers who are looking to make changes to their practice based on evidence-informed teaching approaches.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      ED631586