Developing noticing of reasoning through demonstration lessons

Leicha A. Bragg, Colleen Vale

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Observation of fellow educators conducting demonstration lessons is one avenue for teachers to develop sensitivity to noticing students’ reasoning. We examined teachers’ noticing of children’s learning behaviours in one demonstration lesson of the Mathematical Reasoning Professional Learning Research Program (MRPLRP). The observations of teachers evident in the audio-taped post-lesson group interviews conducted at one school are reported in this paper. The teachers noticed that the children struggled to employ mathematical language to communicate their reasoning and expressed concern about gaps in children’s understanding of key mathematical concepts. The teachers viewed limitations in language and mathematical conceptual understandings as a barrier to effective reasoning.
Original languageEnglish
Title of host publicationCurriculum in Focus
Subtitle of host publicationResearch Guided Practice - Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia
EditorsJudy Anderson, Michael Cavanagh, Anne Prescott
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia
Number of pages4
ISBN (Print)9781920846275
Publication statusPublished - 2014
Externally publishedYes
EventAnnual conference of the Mathematics Education Research Group of Australasia 2014 - Sydney, Australia
Duration: 29 Jun 20143 Jul 2014
Conference number: 37th (Proceedings)


ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2014
Abbreviated titleMERGA 2014
Internet address

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