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.

PDF (59kB)


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.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

2,844 since deposited on 20 Jul 2005
223 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 1852
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2002 (please consult author)
Deposited On: 20 Jul 2005 00:00
Last Modified: 09 Jun 2010 12:26

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page