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 | |
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
|
Name | Size | format | Description | Link |
---|