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

Katie Makar; Arthur Bakker; Dani Ben-Zvi; Mathematics Education Research Group of Australasia

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

Katie Makar, Arthur Bakker, Dani Ben-Zvi, Mathematics Education Research Group of Australasia

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › 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
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
Pages	397-404
Number of pages	8
State	Published - 1 Jan 2015

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https://files.eric.ed.gov/fulltext/ED572508.pdf

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Makar, K., Bakker, A., Ben-Zvi, D., & Australasia, M. E. R. G. O. (2015). Teacher’s scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia (pp. 397-404). Mathematics Education Research Group of Australasia. https://files.eric.ed.gov/fulltext/ED572508.pdf

Makar, Katie ; Bakker, Arthur ; Ben-Zvi, Dani et al. / 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 / M. Marshman ; V. Geiger ; A. Bennison. Sippy Downs, QLD, Australia : Mathematics Education Research Group of Australasia, 2015. pp. 397-404

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year = "2015",

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Makar, K, Bakker, A, Ben-Zvi, D & Australasia, MERGO 2015, Teacher’s scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. in M Marshman, V Geiger & A Bennison (eds), Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia. Mathematics Education Research Group of Australasia, Sippy Downs, QLD, Australia, pp. 397-404. <https://files.eric.ed.gov/fulltext/ED572508.pdf>

Teacher’s scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. / Makar, Katie; Bakker, Arthur; Ben-Zvi, Dani et al.
Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia. ed. / M. Marshman; V. Geiger; A. Bennison. Sippy Downs, QLD, Australia: Mathematics Education Research Group of Australasia, 2015. p. 397-404.

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

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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.

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Makar K, Bakker A, Ben-Zvi D, Australasia MERGO. Teacher’s scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. In Marshman M, Geiger V, Bennison A, editors, Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia. Sippy Downs, QLD, Australia: Mathematics Education Research Group of Australasia. 2015. p. 397-404

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

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