Abstract
This paper reports on the findings from a small-scale intervention study that explored developing perseverance in mathematical reasoning in children aged 10-11. The interventions provided children with representations that could be used in a provisional way and included opportunities and time to generalise and to form convincing arguments. This enabled the study group to persevere in their mathematical reasoning, from making trials and testing conjectures to forming generalisations and convincing arguments. The children reported pride in their understanding. A tentative framework describing these interactions is proposed.
| Original language | English |
|---|---|
| Title of host publication | BSRLM Proceedings |
| Subtitle of host publication | Proceedings of the Day Conference held at Reading University on 7th Nov 2015 |
| Editors | G Adams |
| Publisher | BSRLM |
| Pages | 19-24 |
| Number of pages | 6 |
| Volume | 35 |
| Edition | 3 |
| Publication status | Published - 2015 |
| Event | BSRLM Day Conference - University of Reading, Reading, United Kingdom Duration: 7 Nov 2015 → 7 Nov 2015 |
Conference
| Conference | BSRLM Day Conference |
|---|---|
| Country/Territory | United Kingdom |
| City | Reading |
| Period | 7/11/15 → 7/11/15 |
Keywords
- perseverance
- mathematical reasoning
- affect
- cognition
- representation
Fingerprint
Dive into the research topics of 'Creating the conditions for children to persevere in mathematical reasoning'. Together they form a unique fingerprint.Profiles
-
Alison Barnes
- School of Education - Principal Lecturer
- Teaching, Learning and Professional Lives Research and Enterprise Group
Person: Academic