Abstract
The mathematical proficiencies in the "Australian Curriculum: Mathematics" of understanding, problem solving, reasoning, and fluency are intended to be entwined actions that work together to build generalised understandings of mathematical concepts. A content analysis identifying the incidence of key proficiency terms (KPTs) embedded in the content descriptions from Foundation to Year 9 revealed a much lower representation of "actions" relating to the proficiency reasoning than to the other three proficiencies. A generalised model of patterning is proposed to provide an interrelated view of the proficiencies and to further support the development of generalised understandings in mathematics education.
| Original language | English |
|---|---|
| Title of host publication | Opening up mathematics education research |
| Subtitle of host publication | proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia |
| Editors | B White, M Chinnappan, S Trenholm |
| Place of Publication | Adelaide |
| Publisher | MERGA |
| Pages | 447-454 |
| Number of pages | 8 |
| Publication status | Published - 2016 |
| Event | Annual Conference of the Mathematics Education Research Group of Australasia (39th : 2016): MERGA 39 - Adelaide, Australia Duration: 3 Jul 2016 → 7 Jul 2016 |
Conference
| Conference | Annual Conference of the Mathematics Education Research Group of Australasia (39th : 2016) |
|---|---|
| Country/Territory | Australia |
| City | Adelaide |
| Period | 3/07/16 → 7/07/16 |