Multiplicative reasoning task design with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The aim of this poster is to present the development of a synthetic landscape of multiplicative reasoning constructed by student teachers. It explores the implications of working in a way that integrates literature from three different perspectives: maths recovery (MR), cognitively guided instruction (CGI) and realistic mathematics education (RME). The aim is to better understand how working in this way affects the way student teachers interact with learners, the questions they ask, the tasks they design: their capacity to value diversity in literature and develop their flexibility in practice.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
EditorsU. T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis
Place of PublicationUtrecht, the Netherlands
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University and ERME
Pages4264-4265
Number of pages2
ISBN (Print)9789073346758
Publication statusPublished - 2019
EventEleventh Congress of the European Society for Research in Mathematics Education - Utrecht, Netherlands
Duration: 6 Feb 201910 Feb 2019

Conference

ConferenceEleventh Congress of the European Society for Research in Mathematics Education
Abbreviated titleCERME11
Country/TerritoryNetherlands
CityUtrecht
Period6/02/1910/02/19

Keywords

  • Multiplicative Reasoning
  • Inclusive Practice
  • pedagogical design capacity
  • Teacher Education

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