Exploring whether multiple intelligences facilitate 'valuing and working with difference' within mathematics classrooms
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| 60550_1.pdf | 128Kb | Adobe PDF | View |
| Title | Exploring whether multiple intelligences facilitate 'valuing and working with difference' within mathematics classrooms |
|---|---|
| Author | Jackson, Fiona Lynne; Brown, Raymond Albert Joseph |
| Publication Title | Crossing divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia |
| Editor | Roberta Hunter, Brenda Bicknell, Tim Burgess |
| Year Published | 2009 |
| Place of publication | Palmerston North, New Zealand |
| Publisher | Mathematics Education Research Group of Australasia |
| Abstract | This paper employed observational and interview data to explore how Gardner's Multiple Intelligences points of entry assist teachers in catering for student diversity within primary mathematics classrooms. Drawing upon a sociocultural research approach the study found that Gardner's multiple points of entry facilitate some 'valuing and working with difference' within classrooms. |
| Peer Reviewed | Yes |
| Published | Yes |
| Publisher URI | http://www.merga.net.au/ |
| Copyright Statement | Copyright 2009 MERGA. The attached file is posted here with permission of the copyright owner[s] for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the author[s]. |
| ISBN | 978-1-920846-22-0 |
| Conference name | MERGA32 Conference |
| Location | Massey University Wellington, New Zealan |
| Date From | 2009-07-05 |
| Date To | 2009-07-09 |
| URI | http://hdl.handle.net/10072/31814 |
| Date Accessioned | 2010-03-01 |
| Date Available | 2010-08-23T07:01:01Z |
| Language | en_AU |
| Research Centre | Griffith Institute for Educational Research |
| Faculty | Faculty of Education |
| Subject | Curriculum and Pedagogy Theory and Development |
| Publication Type | Conference Publications (Full Written Paper - Refereed) |
| Publication Type Code | e1 |
Please use this identifier to cite this record: http://hdl.handle.net/10072/31814
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