Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence

Author(s)
Fielding-Wells, Jill
Fry, Kym
Publication Date
2019
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>
Citation
Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia), p. 268-275
ISBN
9781920846312
Link
https://hdl.handle.net/1959.11/52373
Language
en
Publisher
Mathematics Education Research Group of Australasia (MERGA)
Title
Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence
Type of document
Conference Publication
Entity Type
Publication

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