Caught in the middle: tensions rise when teachers and students relinquish algorithms

Ann Gervasoni; Robyn Brandenburg; Kathie Turkenburg; Teresa Hadden

Caught in the middle: tensions rise when teachers and students relinquish algorithms

Ann Gervasoni, Robyn Brandenburg, Kathie Turkenburg, Teresa Hadden

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

Relinquishing algorithms in favour of less-conventional approaches for calculating is a challenge for both students and teachers. Analysis of a Roundtable Reflection session with Grade 3 and Grade 4 teachers reveals that tensions for teachers arise: when students automatically choose to use algorithms rather than alternative approaches; when they contemplate their class s transition to the next teacher; and when teachers think about parent/community/curriculum expectations concerning calculation processes. It is essential to address these tensions to sustain desired changes in teaching practice.

Original language	English
Title of host publication	Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33)
Editors	Marianna Tzekaki, Maria Kaldrimidou, Haralambos Sakonidis
Place of Publication	Thessaloniki Greece
Publisher	Aristotle University of Thessaloniki
Pages	57 - 64
Number of pages	8
Volume	3
ISBN (Print)	9789602436578
Publication status	Published - 2009
Event	Annual Conference of the International Group for the Psychology of Mathematics Education 2009 - Thessaloniki, Greece Duration: 19 Jul 2009 → 24 Jul 2009 Conference number: 33rd

Conference

Conference	Annual Conference of the International Group for the Psychology of Mathematics Education 2009
Abbreviated title	PME 2009
Country/Territory	Greece
City	Thessaloniki
Period	19/07/09 → 24/07/09

Cite this

Gervasoni, A., Brandenburg, R., Turkenburg, K., & Hadden, T. (2009). Caught in the middle: tensions rise when teachers and students relinquish algorithms. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33) (Vol. 3, pp. 57 - 64). Aristotle University of Thessaloniki.

Gervasoni, Ann ; Brandenburg, Robyn ; Turkenburg, Kathie et al. / Caught in the middle: tensions rise when teachers and students relinquish algorithms. Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33). editor / Marianna Tzekaki ; Maria Kaldrimidou ; Haralambos Sakonidis. Vol. 3 Thessaloniki Greece : Aristotle University of Thessaloniki, 2009. pp. 57 - 64

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language = "English",

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editor = "Marianna Tzekaki and Maria Kaldrimidou and Haralambos Sakonidis",

booktitle = "Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33)",

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Gervasoni, A, Brandenburg, R, Turkenburg, K & Hadden, T 2009, Caught in the middle: tensions rise when teachers and students relinquish algorithms. in M Tzekaki, M Kaldrimidou & H Sakonidis (eds), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33). vol. 3, Aristotle University of Thessaloniki, Thessaloniki Greece, pp. 57 - 64, Annual Conference of the International Group for the Psychology of Mathematics Education 2009, Thessaloniki, Greece, 19/07/09.

Caught in the middle: tensions rise when teachers and students relinquish algorithms. / Gervasoni, Ann; Brandenburg, Robyn; Turkenburg, Kathie et al.
Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33). ed. / Marianna Tzekaki; Maria Kaldrimidou; Haralambos Sakonidis. Vol. 3 Thessaloniki Greece: Aristotle University of Thessaloniki, 2009. p. 57 - 64.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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AB - Relinquishing algorithms in favour of less-conventional approaches for calculating is a challenge for both students and teachers. Analysis of a Roundtable Reflection session with Grade 3 and Grade 4 teachers reveals that tensions for teachers arise: when students automatically choose to use algorithms rather than alternative approaches; when they contemplate their class s transition to the next teacher; and when teachers think about parent/community/curriculum expectations concerning calculation processes. It is essential to address these tensions to sustain desired changes in teaching practice.

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Gervasoni A, Brandenburg R, Turkenburg K, Hadden T. Caught in the middle: tensions rise when teachers and students relinquish algorithms. In Tzekaki M, Kaldrimidou M, Sakonidis H, editors, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33). Vol. 3. Thessaloniki Greece: Aristotle University of Thessaloniki. 2009. p. 57 - 64

Caught in the middle: tensions rise when teachers and students relinquish algorithms

Abstract

Conference

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