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

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 languageEnglish
Title of host publicationBSRLM Proceedings
Subtitle of host publicationProceedings of the Day Conference held at Reading University on 7th Nov 2015
EditorsG Adams
PublisherBSRLM
Pages19-24
Number of pages6
Volume35
Edition3
Publication statusPublished - 2015
EventBSRLM Day Conference - University of Reading, Reading, United Kingdom
Duration: 7 Nov 20157 Nov 2015

Conference

ConferenceBSRLM Day Conference
CountryUnited Kingdom
CityReading
Period7/11/157/11/15

Keywords

  • perseverance
  • mathematical reasoning
  • affect
  • cognition
  • representation

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  • Cite this

    Barnes, A. (2015). Creating the conditions for children to persevere in mathematical reasoning. In G. Adams (Ed.), BSRLM Proceedings: Proceedings of the Day Conference held at Reading University on 7th Nov 2015 (3 ed., Vol. 35, pp. 19-24). [4] BSRLM.