Abstract
How can we engage all primary school students in rich mathematical learning, support them to make connections, and develop their mathematical language and reasoning? In this article, we draw on one school’s experience in considering an approach to mathematics instruction that could support teachers in addressing this question, specifically pursuing structured inquiry in a multi-age setting.
| Original language | English |
|---|---|
| Pages (from-to) | 34-40 |
| Number of pages | 7 |
| Journal | Australian Primary Mathematics Classroom |
| Volume | 27 |
| Issue number | 1 |
| Publication status | Published - 2022 |
Keywords
- mathematics education
- multi-age learning
- Inquiry-based pedagogy
- differentiation