Differentiating students’ learning needs in primary mathematics classrooms is an issue faced by many teachers. One technique designed to differentiate the level of challenge in mathematics tasks is the use of enabling prompts and extending prompts. We report on survey data pertaining to enabling and extending prompts, and teacher noticing of 37 Year 3 to 6 teachers participating in a project investigating the use of challenging tasks. Data were coded and categorised using grounded theory. The teachers valued enabling and extending prompts when implementing challenging mathematical tasks, and using these prompts stimulated them to notice students’ reasoning and mathematical communication.
|Title of host publication||40 years on: We are still learning!|
|Subtitle of host publication||Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia|
|Editors||Ann Downton, Sharyn Livy, Jennifer Hall|
|Place of Publication||Melbourne|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|Publication status||Published - 2017|
|Event||Annual conference of the Mathematics Education Research Group of Australasia 2017: 40 Years on: We are still learning! - Monash University, Melbourne, Australia|
Duration: 2 Jul 2017 → 6 Jul 2017
Conference number: 40th
|Conference||Annual conference of the Mathematics Education Research Group of Australasia 2017|
|Period||2/07/17 → 6/07/17|
- Primary education
Cheeseman, J., Downton, A. P., & Livy, S. (2017). Investigating teachers' perceptions of enabling and extending prompts. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 141-148). Mathematics Education Research Group of Australasia.