Teachers’ understanding and use of mathematical structure

Mark Gronow; Joanne Mulligan; Michael Cavanagh

Teachers’ understanding and use of mathematical structure

Mark Gronow, Joanne Mulligan, Michael Cavanagh

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

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 language	English
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
Publisher	MERGA
Pages	285-292
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

Conference	Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017)
Abbreviated title	MERGA 10
Country/Territory	Australia
City	Melbourne
Period	2/07/17 → 6/07/17

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https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=2844Licence: Unspecified

Cite this

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). MERGA. https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=2844

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title = "Teachers{\textquoteright} understanding and use of mathematical structure",

abstract = "In this paper, we examine junior secondary mathematics teachers{\textquoteright} 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.",

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

year = "2017",

month = jul,

language = "English",

pages = "285--292",

editor = "Downton, {A. } and Livy, {S. } and Hall, {J. }",

booktitle = "40 years on : we are still learning",

publisher = "MERGA",

address = "Australia",

note = "Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017), MERGA 10 ; Conference date: 02-07-2017 Through 06-07-2017",

}

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). MERGA, Melbourne, pp. 285-292, Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017), Melbourne, Victoria, Australia, 2/07/17. <https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=2844>

Teachers’ understanding and use of mathematical structure. / Gronow, Mark; Mulligan, Joanne ; Cavanagh, Michael.
40 years on : we are still learning: Proceedings of 40th Annual conference of Mathematics Education Research Group of Australasia (MERGA40). ed. / A. Downton; S. Livy; J. Hall. Melbourne: MERGA, 2017. p. 285-292.

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

TY - GEN

T1 - Teachers’ understanding and use of mathematical structure

AU - Gronow, Mark

AU - Mulligan, Joanne

AU - Cavanagh, Michael

PY - 2017/7

Y1 - 2017/7

N2 - 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.

AB - 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.

UR - https://www.merga.net.au/node/38?year=2017

M3 - Conference proceeding contribution

SP - 285

EP - 292

BT - 40 years on : we are still learning

A2 - Downton, A.

A2 - Livy, S.

A2 - Hall, J.

PB - MERGA

CY - Melbourne

T2 - Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017)

Y2 - 2 July 2017 through 6 July 2017

ER -

Teachers’ understanding and use of mathematical structure

Abstract

Conference

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