Primary pre-service teachers noticing of structural thinking in mathematics

Mark Gronow; Michael Cavanagh; Joanne Mulligan

Primary pre-service teachers noticing of structural thinking in mathematics

Mark Gronow, Michael Cavanagh, Joanne Mulligan

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

Stephens (2008) described structural thinking as an awareness of the way different occurrences of a mathematical property develop into correct generalisations. Many primary pre-service teachers (PSTs) graduate from their tertiary studies without the ability to notice structural thinking. In this study, two primary PSTs learned to notice structural thinking in three cycles of professional learning workshops; teaching mathematics; and, interviews. Here, we report on how the PSTs attended to structural thinking in their classroom communication and their awareness of doing so in the workshops and interviews. Results indicate the PSTs improved their noticing of structural thinking

Original language	English
Title of host publication	Mathematics education research: impacting practice
Subtitle of host publication	Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia
Editors	Gregory Hine, Susan Blackley, Audrey Cooke
Place of Publication	Adelaide, SA
Publisher	Mathematics Education Research Group of Australasia
Pages	324–332
Number of pages	8
Publication status	Published - 2019
Event	Annual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019) - Curtin Unversity, Perth, Australia Duration: 30 Jun 2019 → 4 Jul 2019

Conference

Conference	Annual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019)
Country/Territory	Australia
City	Perth
Period	30/06/19 → 4/07/19

Cite this

Gronow, M., Cavanagh, M., & Mulligan, J. (2019). Primary pre-service teachers noticing of structural thinking in mathematics. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics education research: impacting practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 324–332). Mathematics Education Research Group of Australasia.

Gronow, Mark ; Cavanagh, Michael ; Mulligan, Joanne. / Primary pre-service teachers noticing of structural thinking in mathematics. Mathematics education research: impacting practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia . editor / Gregory Hine ; Susan Blackley ; Audrey Cooke. Adelaide, SA : Mathematics Education Research Group of Australasia, 2019. pp. 324–332

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title = "Primary pre-service teachers noticing of structural thinking in mathematics",

abstract = "Stephens (2008) described structural thinking as an awareness of the way different occurrences of a mathematical property develop into correct generalisations. Many primary pre-service teachers (PSTs) graduate from their tertiary studies without the ability to notice structural thinking. In this study, two primary PSTs learned to notice structural thinking in three cycles of professional learning workshops; teaching mathematics; and, interviews. Here, we report on how the PSTs attended to structural thinking in their classroom communication and their awareness of doing so in the workshops and interviews. Results indicate the PSTs improved their noticing of structural thinking",

author = "Mark Gronow and Michael Cavanagh and Joanne Mulligan",

year = "2019",

language = "English",

pages = "324–332",

editor = "Gregory Hine and Susan Blackley and Audrey Cooke",

booktitle = "Mathematics education research: impacting practice",

publisher = "Mathematics Education Research Group of Australasia",

note = "Annual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019) ; Conference date: 30-06-2019 Through 04-07-2019",

}

Gronow, M, Cavanagh, M & Mulligan, J 2019, Primary pre-service teachers noticing of structural thinking in mathematics. in G Hine, S Blackley & A Cooke (eds), Mathematics education research: impacting practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia . Mathematics Education Research Group of Australasia, Adelaide, SA, pp. 324–332, Annual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019), Perth, Western Australia, Australia, 30/06/19.

Primary pre-service teachers noticing of structural thinking in mathematics. / Gronow, Mark; Cavanagh, Michael ; Mulligan, Joanne.
Mathematics education research: impacting practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia . ed. / Gregory Hine; Susan Blackley; Audrey Cooke. Adelaide, SA: Mathematics Education Research Group of Australasia, 2019. p. 324–332.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - Primary pre-service teachers noticing of structural thinking in mathematics

AU - Gronow, Mark

AU - Cavanagh, Michael

AU - Mulligan, Joanne

PY - 2019

Y1 - 2019

N2 - Stephens (2008) described structural thinking as an awareness of the way different occurrences of a mathematical property develop into correct generalisations. Many primary pre-service teachers (PSTs) graduate from their tertiary studies without the ability to notice structural thinking. In this study, two primary PSTs learned to notice structural thinking in three cycles of professional learning workshops; teaching mathematics; and, interviews. Here, we report on how the PSTs attended to structural thinking in their classroom communication and their awareness of doing so in the workshops and interviews. Results indicate the PSTs improved their noticing of structural thinking

AB - Stephens (2008) described structural thinking as an awareness of the way different occurrences of a mathematical property develop into correct generalisations. Many primary pre-service teachers (PSTs) graduate from their tertiary studies without the ability to notice structural thinking. In this study, two primary PSTs learned to notice structural thinking in three cycles of professional learning workshops; teaching mathematics; and, interviews. Here, we report on how the PSTs attended to structural thinking in their classroom communication and their awareness of doing so in the workshops and interviews. Results indicate the PSTs improved their noticing of structural thinking

M3 - Conference proceeding contribution

SP - 324

EP - 332

BT - Mathematics education research: impacting practice

A2 - Hine, Gregory

A2 - Blackley, Susan

A2 - Cooke, Audrey

PB - Mathematics Education Research Group of Australasia

CY - Adelaide, SA

T2 - Annual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019)

Y2 - 30 June 2019 through 4 July 2019

ER -

Gronow M, Cavanagh M , Mulligan J. Primary pre-service teachers noticing of structural thinking in mathematics. In Hine G, Blackley S, Cooke A, editors, Mathematics education research: impacting practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia . Adelaide, SA: Mathematics Education Research Group of Australasia. 2019. p. 324–332

Primary pre-service teachers noticing of structural thinking in mathematics

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