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.
|Title of host publication||Mathematics education in the margins|
|Subtitle of host publication||proceedings of the 38th annual conference of the mathematics education research group of Australasia|
|Editors||M. Marshman, V. Geiger, A. Bennison|
|Place of Publication||Sippy Downs, QLD, Australia|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|State||Published - 1 Jan 2015|