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.
|Title of host publication||40 years on : we are still learning|
|Subtitle of host publication||Proceedings of 40th Annual conference of Mathematics Education Research Group of Australasia (MERGA40)|
|Editors||A. Downton, S. Livy, J. Hall|
|Place of Publication||Melbourne|
|Number of pages||12|
|Publication status||Published - Jul 2017|
|Event||Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017) - Melbourne, Australia|
Duration: 2 Jul 2017 → 6 Jul 2017
|Conference||Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017)|
|Abbreviated title||MERGA 10|
|Period||2/07/17 → 6/07/17|
Gronow, M., Mulligan, J., & Cavanagh, M. (2017). Teachers’ understanding and use of mathematical structure. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on : we are still learning: Proceedings of 40th Annual conference of Mathematics Education Research Group of Australasia (MERGA40) (pp. 285-292). Melbourne: MERGA.