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 proceedingConference PaperResearchpeer-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 languageEnglish
Title of host publicationProceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33)
EditorsMarianna Tzekaki, Maria Kaldrimidou, Haralambos Sakonidis
Place of PublicationThessaloniki Greece
PublisherAristotle University of Thessaloniki
Pages57 - 64
Number of pages8
Volume3
ISBN (Print)9789602436578
Publication statusPublished - 2009
EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2009 - Thessaloniki, Greece
Duration: 19 Jul 200924 Jul 2009
Conference number: 33rd

Conference

ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2009
Abbreviated titlePME 2009
CountryGreece
CityThessaloniki
Period19/07/0924/07/09

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