Tracking change in primary teachers’ understanding of mathematical reasoning through demonstration lessons

Esther Yook-Kin Loong, Colleen Vale, Sandra Herbert, Leicha A. Bragg, Wanty Widjaja

Abstract


This paper reports on the impact of a professional learning program on participating teachers’ knowledge of mathematical reasoning. A total of 26 teachers participated in this study from four schools in Victoria, Australia and one school in British Columbia, Canada. The participants observed two demonstration lessons prepared and taught by the research team, attended pre- and post-demonstration lesson group discussions and taught each lesson in their classroom. Interviews with participating teachers before beginning the program; after the first demonstration lesson; and after trialling the lessons provided data for analysis. The Primary Teachers' Perceptions of Mathematical Reasoning Framework previously established by the research team was used to track the shifts in teachers’ perceptions and understanding of mathematical reasoning across the program. We theorise that intentional foci on salient aspects of reasoning demonstration lessons, highly collaborative reflections, and teacher enactment of the demonstrated lessons have the potential to develop teachers’ perceptions and understanding of reasoning.


Keywords


teacher professional learning; demonstration lessons;mathematical reasoning; post lesson discussion;inquiry community

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References


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Authors' works cited in paper

Bragg, L. A., Vale, C., Herbert, S., Loong, E., Widjaja, W., Williams, G., & Mousley, J. (2013, January). Promoting awareness of reasoning in the primary mathematics classroom. In MAV 2013: Mathematics of the planet earth: Proceedings of the MAV 50th Annual Conference 2013 (pp. 23-30). Mathematical Association of Victoria.

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