Investigating teachers' perceptions of enabling and extending prompts

Jillian Cheeseman; Ann Patricia Downton; Sharyn Livy

Investigating teachers' perceptions of enabling and extending prompts

Jillian Cheeseman, Ann Patricia Downton, Sharyn Livy

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

Abstract

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 language	English
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 (MERGA)
Pages	141-148
Number of pages	8
ISBN (Electronic)	9781920846305
Publication status	Published - 2017
Event	Annual conference of the Mathematics Education Research Group of Australasia 2017 - Monash University, Melbourne, Australia Duration: 2 Jul 2017 → 6 Jul 2017 Conference number: 40th https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings)

Conference

Conference	Annual conference of the Mathematics Education Research Group of Australasia 2017
Abbreviated title	MERGA 2017
Country/Territory	Australia
City	Melbourne
Period	2/07/17 → 6/07/17
Internet address	https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings)

Keywords

Mathematics
Prompts
tasks
Primary education
reasoning

Cite this

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 (MERGA).

Cheeseman, Jillian ; Downton, Ann Patricia ; Livy, Sharyn. / Investigating teachers' perceptions of enabling and extending prompts. 40 years on: We are still learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. editor / Ann Downton ; Sharyn Livy ; Jennifer Hall. Melbourne : Mathematics Education Research Group of Australasia (MERGA), 2017. pp. 141-148

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title = "Investigating teachers' perceptions of enabling and extending prompts",

abstract = "Differentiating students{\textquoteright} 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{\textquoteright} reasoning and mathematical communication.",

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booktitle = "40 years on: We are still learning!",

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address = "Australia",

note = "Annual conference of the Mathematics Education Research Group of Australasia 2017, MERGA 2017 ; Conference date: 02-07-2017 Through 06-07-2017",

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Cheeseman, J , Downton, AP & 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. Mathematics Education Research Group of Australasia (MERGA), Melbourne, pp. 141-148, Annual conference of the Mathematics Education Research Group of Australasia 2017, Melbourne, Victoria, Australia, 2/07/17.

Investigating teachers' perceptions of enabling and extending prompts. / Cheeseman, Jillian ; Downton, Ann Patricia ; Livy, Sharyn.
40 years on: We are still learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Ann Downton; Sharyn Livy; Jennifer Hall. Melbourne: Mathematics Education Research Group of Australasia (MERGA), 2017. p. 141-148.

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

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Cheeseman J , Downton AP , Livy S. Investigating teachers' perceptions of enabling and extending prompts. In Downton A, Livy S, Hall J, editors, 40 years on: We are still learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. Melbourne: Mathematics Education Research Group of Australasia (MERGA). 2017. p. 141-148