INcreasing access to mathematical thinking

Peter Sullivan, Judy Mousley, Robyn Zevenbergen

    Research output: Contribution to journalArticlepeer-review


    This article is a contribution to understanding of teacher actions that can contribute to a successful mathematics learning experience, defined as one that engages all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. We offer an example of a task that can form the basis of such a learning experience. The key elements are that the task is open-ended, that the teacher offers specific pedagogical prompts to support student leaning, that the teacher builds a sense of community by ensuring that there are some common experiences, and the teacher prepare prompts that can be used to support students who are experiencing difficulty, or to extend those students who complete the basic task readily.
    Original languageEnglish
    Pages (from-to)105-109
    Number of pages5
    JournalAustralian Mathematical Society. Gazette
    Issue number2
    Publication statusPublished - 2005


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