Developing communities of mathematical inquiry
Case 1, ‘Developing communities of mathematical inquiry’, illustrates how two teachers developed teaching practices that were highly effective for diverse learners. The case focuses on how these teachers accelerated the mathematics achievement of their year 4 to 6 students, most of whom were Māori or Pasifika.
Author(s): Ministry of Education
Date Published: Only released on Education Counts March 2011
Anthony, G. & Walshaw, M. (2006). Numeracy practices and change. Final Report, Teaching and Learning Research Initiative Project. Wellington: New Zealand Council for Educational Research.
Anthony, G. & Walshaw, M. (2007). Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education. (See Chapter 4, Mathematical communities of practice) Further hard copies of this BES are available from email@example.com
Anthony, G. & Walshaw, M. (2009). Effective pedagogy in mathematics: Educational practices series, 19. International Academy of Education, International Bureau of Education & UNESCO. Available online from the UNESCO website.
Anthony, G. & Walshaw, M. (2009). Te ako pāngarau whaihua: Educational practices series, 19. International Academy of Education, International Bureau of Education & UNESCO.
Boaler, J. (2008). Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed-ability approach. British Educational Research Journal, 34(2), 167–194.
Carpenter, T., Romberg, T. A., Carpenter, S., Dremock, F., Madison, T., Rueda, E., Smetzer-Anderson, S., & Wagner, L. (Producers) (2004). Powerful practices in mathematics & science (DVD). Wisconsin: Learning Point Associates.
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Hunter, R. (2005). Reforming communication in the classroom: One teacher’s journey of change. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonagh, R. Pierce, & A. Roche (Eds.), Building connections: Research, theory and practice (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia, Vol. 2, pp. 451–458). Sydney: MERGA.
Hunter, R. (2006). Structuring the talk towards mathematical inquiry. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 309–317). Sydney. MERGA.
Hunter, R., & Anthony, G. (2010). Developing mathematical inquiry and argumentation. In R. Averill & R. Harvey (Eds.), Teaching primary school mathematics and statistics: Evidence-based practice, pp. 197–206. Wellington: NZCER Press.
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Kazemi, E. & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. The Elementary School Journal, 102(1), 59–80.
Literacy and Numeracy Secretariat (forthcoming). Communication in the mathematics classroom. (Capability building series. Secretariat special edition No. 13. 1–8). Ontario, CA: Ministry of Education.
Mercer, N, & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507–28.
Ministry of Education (2009). Learning through talk: Oral language in years 4 to 8. Learning Media: Wellington. On page 70 of this Ministry document, there is a case study of how to develop oral language.Stein, M. K. (2007). Let’s talk. Mathematics Teacher, 101(4), 285–289.
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking & Learning, 10(4), 313–340.
White, D. (2003). Promoting productive mathematical classroom discourse. Journal of Mathematical Behavior, 22, 37–53.
Yackel, E. (2001). Explanation, justification and argumentation in mathematics classrooms. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 1–9). Utrecht: PME.
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