Investigating teachers' perceptions of enabling and extending prompts

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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.
Original languageEnglish
Title of host publication40 years on: We are still learning!
Subtitle of host publicationProceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
EditorsAnn Downton, Sharyn Livy, Jennifer Hall
Place of PublicationMelbourne
PublisherMathematics Education Research Group of Australasia
Number of pages8
ISBN (Electronic)9781920846305
Publication statusPublished - 2017
EventAnnual conference of the Mathematics Education Research Group of Australasia 2017 - Monash University, Melbourne, Australia
Duration: 2 Jul 20176 Jul 2017
Conference number: 40th (Proceedings)


ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2017
Abbreviated titleMERGA 2017
Internet address


  • Mathematics
  • Prompts
  • tasks
  • Primary education
  • reasoning

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