Sayers, J. and Barber, P. (2012) It is quite confusing isn't it? In: Proceedings of POEM 2012. Centre for Educational Research in Mathematics and Technology (CERMAT).
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Abstract:
The focus of this paper was to identify and discuss the ways in which a specialist mathematics teacher, considered locally to be an ambassador for the subject, presented key conceptual knowledge about partitioning to young children (5-‐6 years old) during a whole class activity. The case study reported here examined observation and interview data to identify the teacher’s rationale for her strategies, methods and resources used to support her teaching objectives. When analysing the data unexpected pedagogical questions arose regarding the teacher’s choice of resources and use of language to support children’s mathematical thinking and learning. The structure of the session was very
confusing to the learning.
Additional Information:
Uncontrolled Keywords:
resources (manipulatives), language, partitioning, place value
Subjects:
Creators:
Sayers, J. and Barber, P.
Publisher:
Centre for Educational Research in Mathematics and Technology (CERMAT)
Northamptonshire and East Midlands:
Education, Training and Skills
Faculties, Divisions and Institutes:
Date:
27 February 2012
Date Type:
Publication
Title of Book:
Proceedings of POEM 2012
Event Title:
A Mathematics Education Perspective on early Mathematics Learning between the Poles of Instruction and Construction (POEM 2012)
Event Dates:
27-29 February 2012
Event Location:
University of Frankfurt, Frankfurt am Main, Germany
Event Type:
Conference
Language:
English
Media of Output:
Online
Status:
Published / Disseminated
Refereed:
Yes
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