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Visible thinking: young children's shared reasoning in the mathematics classroom

conference contribution
posted on 2011-01-01, 00:00 authored by Virginia KinnearVirginia Kinnear
This paper argues for classroom practices that support a mathematical learning environment
for young children where models of reasoning and inquiry skills as well as concepts are
shared and practised through dialogue. Some core aspects of collective dialogue and
community of inquiry learning are addressed. Results are reported from a South Australian
study of five year old children engaged in data-modelling activities incorporating
collaborative learning as part of their mathematics curriculum. Findings include children’s
abilities to recognise differing ideas, to share reasoning through dialogue and to draw from
each other’s reasoning in their own problem solving and decision making.

History

Event

Australian Association of Mathematics Teachers. Conference (23rd : 2011 : Alice Springs, N.T.)

Pagination

995 - 1003

Publisher

Australian Association of Mathematics Teachers (AAMT) Inc. and the Mathematics Education Research Group of Australasia (MERGA)

Location

Alice Springs, N.T.

Place of publication

Adelaide, S. Aust.

Start date

2011-07-03

End date

2011-10-07

ISBN-13

978-1-875900-69-5

Language

eng

Publication classification

E1.1 Full written paper - refereed

Copyright notice

2011, The Australian Association of Mathematics Teachers (AAMT) Inc. and the Mathematics Education Research Group of Australasia (MERGA) Inc.

Editor/Contributor(s)

Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton

Title of proceedings

AAMT-MERGA 2011 : Mathematics: traditions and new practices : Proceedings of the 23rd Biennial Conference of The Australian Association of Mathematics Teachers Inc. and the 34th Annual Conference of the Mathematics Education Research Group of Australasia Inc.

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