TY - JOUR

T1 - Teacher actions to maximise mathematics learning opportunities in heterogenous classrooms

AU - Sullivan, Peter

AU - Mousley, Judith

AU - Zevenbergen, Robyn

N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = International Journal of Science and Mathematics Education. ISSNs: 1571-0068;

PY - 2005

Y1 - 2005

N2 - The basic unit of school based mathematics teaching is the lesson. This article is a contribution to understanding teacher actions that facilitate successful lessons, defined as those that engage all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. An underlying assumption is that lessons can seek to build a sense in the students that their experience has elements in common with the rest of the class and that this can be done through attention to particular aspects of the mathematical and socio-mathematical goals. We examine three teacher actions that address the mathematical goals: using open-ended tasks, preparing prompts to support students experiencing difficulty, and posing extension tasks to students who finish the set tasks quickly; as well as actions that address the socio-mathematical goals by making classroom processes explicit. To illustrate and elaborate these actions, we describe a particular lesson taught to a heterogeneous upper primary (age 11'12) class.

AB - The basic unit of school based mathematics teaching is the lesson. This article is a contribution to understanding teacher actions that facilitate successful lessons, defined as those that engage all students, especially those who may sometimes feel alienated from mathematics and schooling, in productive and successful mathematical thinking and learning. An underlying assumption is that lessons can seek to build a sense in the students that their experience has elements in common with the rest of the class and that this can be done through attention to particular aspects of the mathematical and socio-mathematical goals. We examine three teacher actions that address the mathematical goals: using open-ended tasks, preparing prompts to support students experiencing difficulty, and posing extension tasks to students who finish the set tasks quickly; as well as actions that address the socio-mathematical goals by making classroom processes explicit. To illustrate and elaborate these actions, we describe a particular lesson taught to a heterogeneous upper primary (age 11'12) class.

U2 - 10.1007/s10763-005-9002-y

DO - 10.1007/s10763-005-9002-y

M3 - Article

VL - 4

SP - 117

EP - 143

JO - International Journal of Science and Mathematics Education

JF - International Journal of Science and Mathematics Education

SN - 1571-0068

IS - 1

ER -