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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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.