Mathematical reasoning is a key aspect of curriculum reforms internationally.This book will illustrate five South African teachers’ attempts to teach mathematical reasoning in their Grade 10 and 11 classrooms. The book will deal with different aspects of developing mathematical reasoning which include: working with a comprehensive view of mathematical proficiency, individual reasoning within collaborative learning; how learners respond to tasks that involve reasoning; listening to learners in order to hear their reasoning; and how teachers deal with learners’ misconceptions. The book will also begin to develop a language of description for teacher moves as teachers work with learners’ mathematical thinking. Focus on both research and practice Unique collaboration between practitioners and academics Incorporates a range of classroom practices suggested by reforms INDICE: Introduction.- Contexts, reform and resources.- Mathematical reasoning through tasks: learners' responses.- Learning mathematical reasoning in acollaborative whole class discussion.- Classroom practices for teaching and learning mathematical reasoning.- Teaching mathematics with the five strands.- Teaching the practices of justification and explanation.- Learner contributions.- Teacher moves.- Dilemmas in teaching mathematical reasoning.- Learner resistance to mathematical conversations.
- ISBN: 978-0-387-09741-1
- Editorial: Springer
- Encuadernacion: Cartoné
- Páginas: 220
- Fecha Publicación: 01/05/2009
- Nº Volúmenes: 1
- Idioma: Inglés