The reality of intellectual quality in mathematics classrooms

Kay Owens

The reality of intellectual quality in mathematics classrooms

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

Pre-service teachers evaluated their teaching of space lessons in early primary school by focussing on three aspects of the Intellectual Quality guidelines from Quality Teaching and Learning in NSW Public Schools document: substantive communication, deep knowledge and deep understanding. The impact of expected class behaviour, the learning experiences as planned, and the age of the students formed the reality of the classroom. The teachers struggled with the guidelines for evaluation in terms of their relevance for the stage of the students. However, it could be argued that the teachers' expectations limited their effectiveness. This case study informs our understanding of activity theory and argumentation in primary mathematics classrooms.

Original language	English
Title of host publication	AAMT 21st Biennial Conference
Subtitle of host publication	Mathematics essential for learning, essential for life
Editors	T. Spencer
Place of Publication	Adelaide, Australia
Publisher	AAMT
Pages	201-207
Number of pages	7
ISBN (Electronic)	9781875900633
Publication status	Published - 2007
Event	Biennial Conference of the Australian Association of Mathematics Teachers Incorporated (AAMT) - Hobart, Australia, Australia Duration: 06 Jul 2007 → 09 Jul 2007

Conference

Conference	Biennial Conference of the Australian Association of Mathematics Teachers Incorporated (AAMT)
Country/Territory	Australia
Period	06/07/07 → 09/07/07

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title = "The reality of intellectual quality in mathematics classrooms",

abstract = "Pre-service teachers evaluated their teaching of space lessons in early primary school by focussing on three aspects of the Intellectual Quality guidelines from Quality Teaching and Learning in NSW Public Schools document: substantive communication, deep knowledge and deep understanding. The impact of expected class behaviour, the learning experiences as planned, and the age of the students formed the reality of the classroom. The teachers struggled with the guidelines for evaluation in terms of their relevance for the stage of the students. However, it could be argued that the teachers' expectations limited their effectiveness. This case study informs our understanding of activity theory and argumentation in primary mathematics classrooms.",

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AB - Pre-service teachers evaluated their teaching of space lessons in early primary school by focussing on three aspects of the Intellectual Quality guidelines from Quality Teaching and Learning in NSW Public Schools document: substantive communication, deep knowledge and deep understanding. The impact of expected class behaviour, the learning experiences as planned, and the age of the students formed the reality of the classroom. The teachers struggled with the guidelines for evaluation in terms of their relevance for the stage of the students. However, it could be argued that the teachers' expectations limited their effectiveness. This case study informs our understanding of activity theory and argumentation in primary mathematics classrooms.

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KW - Primary schools

KW - Substantive communication

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EP - 207

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PB - AAMT

CY - Adelaide, Australia

T2 - Biennial Conference of the Australian Association of Mathematics Teachers Incorporated (AAMT)

Y2 - 6 July 2007 through 9 July 2007

ER -

The reality of intellectual quality in mathematics classrooms

Abstract

Conference

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