Teaching Mathematics for Understanding in Primary Schools: Could Teaching for Mathematising be a Solution?

Lai, MY; Kinnear, V; Fung, CI

Teaching Mathematics for Understanding in Primary Schools: Could Teaching for Mathematising be a Solution?

Lai, MY Kinnear, V Fung, CI

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Publisher:: Centre for Innovation in Mathematics Teaching
Publication Type:: Journal Article
Citation:: International Journal for Mathematics Teaching and Learning, 2019, 20 (1), pp. 1 - 17
Issue Date:: 2019

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Field	Value	Language
dc.contributor.author	Lai, MY	en_US
dc.contributor.author	Kinnear, V	en_US
dc.contributor.author	Fung, CI	en_US
dc.date.available	2019-01-01	en_US
dc.date.issued	2019	en_US
dc.identifier.citation	International Journal for Mathematics Teaching and Learning, 2019, 20 (1), pp. 1 - 17	en_US
dc.identifier.issn	1473-0111	en_US
dc.identifier.uri	http://hdl.handle.net/10453/131224
dc.description.abstract	This is a position paper in which we argue for Teaching for Mathematising as a pedagogy that supports teaching mathematics for understanding in primary school. Mathematics education in Australia currently emphasises teaching for mathematical understanding, a shift that redirects children’s learning from merely memorising computation procedures to helping children construct knowledge of the mathematics that informs mathematical concept and processes. The shift to teaching for understanding however is not reflected in students’ item responses in international and national achievement studies. This paper provides one example that illustrates a learning trajectory for supporting mathematical understanding of both conceptual and procedural knowledge through teaching that builds on the framework of Teaching for Mathematising. A corresponding field-test will then be used to illustrated how students learn pragmatically.	en_US
dc.publisher	Centre for Innovation in Mathematics Teaching	en_US
dc.relation.ispartof	International Journal for Mathematics Teaching and Learning	en_US
dc.title	Teaching Mathematics for Understanding in Primary Schools: Could Teaching for Mathematising be a Solution?	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	20	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.issue	1	en_US
pubs.publication-status	Submitted	en_US
pubs.volume	20	en_US

Abstract:

This is a position paper in which we argue for Teaching for Mathematising as a pedagogy that supports teaching mathematics for understanding in primary school. Mathematics education in Australia currently emphasises teaching for mathematical understanding, a shift that redirects children’s learning from merely memorising computation procedures to helping children construct knowledge of the mathematics that informs mathematical concept and processes. The shift to teaching for understanding however is not reflected in students’ item responses in international and national achievement studies. This paper provides one example that illustrates a learning trajectory for supporting mathematical understanding of both conceptual and procedural knowledge through teaching that builds on the framework of Teaching for Mathematising. A corresponding field-test will then be used to illustrated how students learn pragmatically.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/131224