Teacher actions to maximize matematics learning opportunities in heterogeneous classrooms

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Title Teacher actions to maximize matematics learning opportunities in heterogeneous classrooms
Author Sullivan, Peter; Mousley, Judy; Zevenbergen, Robyn Levenia
Journal Name International Journal of Science and Mathematics Education
Editor Fou-Lai Lin
Year Published 2006
Place of publication USA
Publisher Springer
Abstract The 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 1112) class
Peer Reviewed Yes
Published Yes
Volume 4
Issue Number 1
Page from 117
Page to 143
ISSN 1571-0068
Date Accessioned 2007-02-24
Date Available 2007-08-07T04:28:40Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Curriculum Studies: Mathematics Education
URI http://hdl.handle.net/10072/13745
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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