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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/52373
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DC FieldValueLanguage
dc.contributor.authorFielding-Wells, Jillen
dc.contributor.authorFry, Kymen
local.source.editorEditor(s): Gregory Hine, Susan Blackley and Audrey Cookeen
dc.date.accessioned2022-05-31T00:44:55Z-
dc.date.available2022-05-31T00:44:55Z-
dc.date.issued2019-
dc.identifier.citationMathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia), p. 268-275en
dc.identifier.isbn9781920846312en
dc.identifier.urihttps://hdl.handle.net/1959.11/52373-
dc.description.abstract<p>Guided Mathematical Inquiry (GMI) supports the development of deep understandings about mathematics concepts as students learn to address inquiry questions with evidence-based claims. Developing an evidence-based focus has been shown to be problematic with children. This paper presents how a framework for evidence was developed through the expert knowledge of teachers experienced in GMI with components trialled and illustrated using a Year 3 classroom unit on measurement and geometry. This framework can be used to give insight into the complexity of an evidence-focus in mathematics and support further research.</p>en
dc.languageenen
dc.publisherMathematics Education Research Group of Australasia (MERGA)en
dc.relation.ispartofMathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia)en
dc.titleIntroducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidenceen
dc.typeConference Publicationen
dc.relation.conferenceMERGA 42: 42nd Annual Conference of Mathematics Education Research Group of Australasiaen
dcterms.accessRightsBronzeen
local.contributor.firstnameJillen
local.contributor.firstnameKymen
local.relation.isfundedbyARCen
local.profile.schoolSchool of Educationen
local.profile.emailjfieldi2@une.edu.auen
local.output.categoryE1en
local.grant.numberDP170101993en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.date.conference30th June - 4th July, 2019en
local.conference.placePerth, Australiaen
local.publisher.placeAdelaide, Australiaen
local.format.startpage268en
local.format.endpage275en
local.url.openhttps://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspxen
local.peerreviewedYesen
local.title.subtitleComplexities of Developing Norms of Evidenceen
local.access.fulltextYesen
local.contributor.lastnameFielding-Wellsen
local.contributor.lastnameFryen
dc.identifier.staffune-id:jfieldi2en
local.profile.orcid0000-0002-1469-4504en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/52373en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleIntroducing Guided Mathematical Inquiry in the Classroomen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttps://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspxen
local.relation.grantdescriptionARC/DP170101993en
local.conference.detailsMERGA 42: 42nd Annual Conference of Mathematics Education Research Group of Australasia, Perth, Australia, 30th June - 4th July, 2019en
local.search.authorFielding-Wells, Jillen
local.search.authorFry, Kymen
local.uneassociationNoen
dc.date.presented2019-07-01-
local.atsiresearchNoen
local.conference.venueCurtin Universityen
local.sensitive.culturalNoen
local.year.published2019-
local.year.presented2019en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/e5909a68-2ad7-416a-9b54-cbd44af98ca1en
local.subject.for2020390109 Mathematics and numeracy curriculum and pedagogyen
local.subject.for2020390409 Learning sciencesen
local.subject.seo2020160302 Pedagogyen
local.date.start2019-06-30-
local.date.end2019-07-04-
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