Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

Katie Makar; A. Bakker; Dani Ben-Zvi

Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

Katie Makar
, A. Bakker
, Dani Ben-Zvi

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

Developing mathematical inquiry practices requires that teachers are explicit about
classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time?
Analysis of classroom video over a year showed that the teacher constantly diagnosed classroom norms and responsively used strategies to improve them. By the end of the year, there was evidence of inquiry norms and practices independent of the teacher’s presence.

Original language	English
Title of host publication	Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia
Editors	Margaret Marshman, Vince Geiger, Anne Bennison
Place of Publication	Adelaide
Publisher	MERGA
Pages	397-404
Number of pages	8
ISBN (Print)	9781920846282
Publication status	Published - 2015

Access to Document

RP2015-42Final published version, 1.09 MB

Cite this

Makar, Katie ; Bakker, A. ; Ben-Zvi, Dani. / Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia. editor / Margaret Marshman ; Vince Geiger ; Anne Bennison. Adelaide : MERGA, 2015. pp. 397-404

@inproceedings{1d97e11d33e34814963a8285291c0e49,

title = "Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom",

abstract = "Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year showed that the teacher constantly diagnosed classroom norms and responsively used strategies to improve them. By the end of the year, there was evidence of inquiry norms and practices independent of the teacher{\textquoteright}s presence. ",

author = "Katie Makar and A. Bakker and Dani Ben-Zvi",

year = "2015",

language = "English",

isbn = "9781920846282 ",

pages = "397--404",

editor = "Margaret Marshman and Vince Geiger and Anne Bennison",

booktitle = "Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia",

publisher = "MERGA",

}

Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. / Makar, Katie; Bakker, A.; Ben-Zvi, Dani.
Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia. ed. / Margaret Marshman; Vince Geiger; Anne Bennison. Adelaide: MERGA, 2015. p. 397-404.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

TY - GEN

T1 - Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

AU - Makar, Katie

AU - Bakker, A.

AU - Ben-Zvi, Dani

PY - 2015

Y1 - 2015

N2 - Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year showed that the teacher constantly diagnosed classroom norms and responsively used strategies to improve them. By the end of the year, there was evidence of inquiry norms and practices independent of the teacher’s presence.

AB - Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year showed that the teacher constantly diagnosed classroom norms and responsively used strategies to improve them. By the end of the year, there was evidence of inquiry norms and practices independent of the teacher’s presence.

M3 - Conference contribution

SN - 9781920846282

SP - 397

EP - 404

BT - Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia

A2 - Marshman, Margaret

A2 - Geiger, Vince

A2 - Bennison, Anne

PB - MERGA

CY - Adelaide

ER -

Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

Abstract

Access to Document

Fingerprint

Cite this