The role of reasoning in the Australian Curriculum: Mathematics

Catherine McCluskey, Joanne Mulligan, Mike Mitchelmore

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

    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 languageEnglish
    Title of host publicationOpening up mathematics education research
    Subtitle of host publicationproceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia
    EditorsB White, M Chinnappan, S Trenholm
    Place of PublicationAdelaide
    PublisherMERGA
    Pages447-454
    Number of pages8
    Publication statusPublished - 2016
    EventAnnual Conference of the Mathematics Education Research Group of Australasia (39th : 2016): MERGA 39 - Adelaide, Australia
    Duration: 3 Jul 20167 Jul 2016

    Conference

    ConferenceAnnual Conference of the Mathematics Education Research Group of Australasia (39th : 2016)
    CountryAustralia
    CityAdelaide
    Period3/07/167/07/16

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