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.
|Title of host publication
|Subtitle of host publication
|Proceedings of the Day Conference held at Reading University on 7th Nov 2015
|Number of pages
|Published - 2015
|BSRLM Day Conference - University of Reading, Reading, United Kingdom
Duration: 7 Nov 2015 → 7 Nov 2015
|BSRLM Day Conference
|7/11/15 → 7/11/15
- mathematical reasoning
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- School of Education - Principal Lecturer
- Teaching, Learning and Professional Lives Research and Enterprise Group