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Teacher behaviours that influence young children's reasoning

Diezmann, Carmel M., Watters, James J., & English, Lyn D. (2002) Teacher behaviours that influence young children's reasoning. In Cockburn, A. D. & Nardi, E. (Eds.) 27th Annual Conference of the International Group for the Psychology of Mathematics Education, 2002, Norwich, UK.

Abstract

Children are expected to develop the habit of reasoning from their earliest years at school. However, there has been limited emphasis on strategies that teachers can use to support young children’s reasoning. We report on a case study of four teachers who implemented mathematical investigations that provided reasoning opportunities for their classes of seven-to-eight year olds. An analysis of teacher behaviours and their students’ responses suggests that reasoning is influenced by (1) teachers’ expectations of reasoned actions and responses, (2) instruction in reasoning as systematised thinking, and (3) authentic opportunities for reasoning. These influences are discussed together with examples of how these teacher behaviours support or inhibit reasoning.

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ID Code: 1852
Item Type: Conference Paper
Additional URLs:
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2002 (please consult author)
Deposited On: 20 Jul 2005
Last Modified: 09 Jun 2010 22:26

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