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CATEGORIES:Faculty of Education Seminars
SUMMARY:THE CONSTRUCTION OF MATHEMATICAL INSIGHT BY PUPILS
IN WHOLE-CLASS CONVERSATION - Thérèse Dooley\, St
Patrick’s College\, Dublin City University and Un
iversity of Cambridge
DTSTART;TZID=Europe/London:20100301T170000
DTEND;TZID=Europe/London:20100301T183000
UID:TALK23493AThttp://talks.cam.ac.uk
URL:http://talks.cam.ac.uk/talk/index/23493
DESCRIPTION:How can pupils be helped to construct mathematical
insights in normal classroom conditions? In this
presentation I report on a lesson (one in a series
)\, based on the story of the young Gauss\, that I
taught at a primary school in Ireland. I trace th
e construction by pupils of new mathematical ideas
and concepts using the RBC model developed by Her
shkowitz\, Schwartz\, and Dreyfus (2001). I demons
trate how the fostering of a ‘conjecturing atmosph
ere’ (Mason\, 1988) is the main factor that suppor
ts mathematically insightful behaviour. Conjecturi
ng is evidenced by pupils’ use of pronouns and hed
ges (Rowland\, 2000) and is facilitated by teacher
follow-up moves (Brodie\, 2008). In this context\
, I show how extended whole-class conversation can
offer fertile ground for the growth of new mathem
atical understanding.
LOCATION:Room 205\, Mary Allan Building\, Homerton College\
, Hills Road\, Cambridge CB2 8PQ
CONTACT:Bryony Horsley-Heather
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