The mathematical proficiencies in the Australian Curriculum—Mathematics describe the processes students are engaged in while developing mathematical concepts (ACARA, 2014). This presentation focuses on how the proficiencies: understanding, problem solving, reasoning and fluency, may work together to build patterns of thinking which can lead to generalised understandings of mathematical concepts. The authors connect the combined role of these proficiencies with a proposed Generalised Model of Patterning (McCluskey, Mitchelmore, & Mulligan, 2013), highlighting the role of patterning in the development of conceptual understandings within and beyond mathematics.
|Title of host publication||Mathematics education in the margins|
|Subtitle of host publication||proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA38)|
|Editors||Margaret Marshman, Vince Geiger, Anne Bennison|
|Place of Publication||Sunshine Coast|
|Number of pages||1|
|Publication status||Published - 2015|
|Event||Annual Conference of the Mathematics Education Research Group of Australasia (38th : 2015) - Sunshine Coast|
Duration: 28 Jun 2015 → 2 Jul 2015
|Conference||Annual Conference of the Mathematics Education Research Group of Australasia (38th : 2015)|
|Period||28/06/15 → 2/07/15|
McCluskey, C., Mulligan, J., & Mitchelmore, M. (2015). The pattern and structure of the Australian curriculum-mathematics. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins: proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA38) (pp. 687). Sunshine Coast: MERGA.