Creating the conditions for children to persevere in mathematical reasoning

    Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBN


    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 languageEnglish
    Title of host publicationBSRLM Proceedings
    Subtitle of host publicationProceedings of the Day Conference held at Reading University on 7th Nov 2015
    EditorsG Adams
    Number of pages6
    Publication statusPublished - 2015
    EventBSRLM Day Conference - University of Reading, Reading, United Kingdom
    Duration: 7 Nov 20157 Nov 2015


    ConferenceBSRLM Day Conference
    Country/TerritoryUnited Kingdom


    • perseverance
    • mathematical reasoning
    • affect
    • cognition
    • representation


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