Reasoning for all: An instructional model

An instructional model based on a learning progression that uses student reasoning as well as concept development is described using the comparison of fractions. How this model allows all students to access mathematical reasoning is explained.

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Bibliographic Details
Published inAustralian primary mathematics classroom Vol. 22; no. 3; pp. 20 - 25
Main Authors Fuentes, Sarah Quebec, Crawford, Lindy, Huscroft-D'Angelo, Jacqueline
Format Journal Article
LanguageEnglish
Published Australian Association of Mathematics Teachers (AAMT) 01.01.2017
The Australian Association of Mathematics Teachers, Inc
Subjects
Achievement Tests
Comparative Analysis
Concept Formation
Curricula
Education
Foreign Countries
Fractions
Grade 5
Grade 6
Learning disabled children
Low Achievement
Mathematical Logic
Mathematics
Mathematics education
Mathematics Instruction
Methods
Practice
Pretests Posttests
Reasoning
Study and teaching
Teacher Student Relationship
Teacher-student relationships
Teaching
Teaching Models
Thinking Skills
Australia
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Summary:An instructional model based on a learning progression that uses student reasoning as well as concept development is described using the comparison of fractions. How this model allows all students to access mathematical reasoning is explained.
Bibliography:Australian Primary Mathematics Classroom, Vol. 22, No. 3, 2017: 20-25
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ISSN:1326-0286