Primary pre-service teachers noticing of structural thinking in mathematics

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-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 languageEnglish
    Title of host publicationMathematics education research: impacting practice
    Subtitle of host publicationProceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia
    EditorsGregory Hine, Susan Blackley, Audrey Cooke
    Place of PublicationAdelaide, SA
    PublisherMathematics Education Research Group of Australasia
    Pages324–332
    Number of pages8
    Publication statusPublished - 2019
    EventAnnual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019) - Curtin Unversity, Perth, Australia
    Duration: 30 Jun 20194 Jul 2019

    Conference

    ConferenceAnnual Conference of the Mathematics Education Research Group of Australasia (42nd : 2019)
    CountryAustralia
    CityPerth
    Period30/06/194/07/19

    Fingerprint Dive into the research topics of 'Primary pre-service teachers noticing of structural thinking in mathematics'. Together they form a unique fingerprint.

    Cite this