Teachers’ understanding and use of mathematical structure

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    Abstract

    In this paper, we examine junior secondary mathematics teachers’ understanding of mathematical structure, and how they promote structural thinking in their teaching. Five teachers were surveyed, and three were interviewed and the observed teaching a junior secondary mathematics class. Results showed that teachers have conflicting understandings of structure, and their perceived understandings, obtained from survey data, were not reinforced by their interview responses or observations of their teaching. Analysis of connections, recognising patterns, identifying similarities and differences, and generalising (CRIG) components from observation data showed a lack of attention to structural thinking.
    Original languageEnglish
    Title of host publication40 years on : we are still learning
    Subtitle of host publicationProceedings of 40th Annual conference of Mathematics Education Research Group of Australasia (MERGA40)
    EditorsA. Downton, S. Livy, J. Hall
    Place of PublicationMelbourne
    PublisherMERGA
    Pages285-292
    Number of pages12
    Publication statusPublished - Jul 2017
    EventAnnual Conference of the Mathematics Education Research Group of Australasia (40th : 2017) - Melbourne, Australia
    Duration: 2 Jul 20176 Jul 2017

    Conference

    ConferenceAnnual Conference of the Mathematics Education Research Group of Australasia (40th : 2017)
    Abbreviated titleMERGA 10
    CountryAustralia
    CityMelbourne
    Period2/07/176/07/17

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