Teacher actions for consolidating learning in the early years

Sharyn Livy, Janette Bobis, Ann Downton, Melody McCormick, James Russo, Peter Sullivan

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


All students should have access to learning experiences that help them make sense of important mathematical concepts. This study highlights teacher actions for consolidating student learning during teacher-lead discussion in the early years. We report on a case study of a Year 1 teacher involving a lesson observation. Highlights of the lesson include intended teacher actions that supported students to focus on the learning goals; use of work samples to make concepts clearer; fostering mathematical connections; and questioning strategies for promoting cognitive activation. Teacher actions such as questioning strategies and discussion of work samples may be key for helping students to achieve mathematical learning goals.
Original languageEnglish
Title of host publicationExcellence in Mathematics Education: Foundations and Pathways
Subtitle of host publicationProceedings of the 43rd annual conference of the Mathematics Education Research Group of Australasia
EditorsYew Hoong Leong, Berinderjeet Kaur, Ban Heng Choy, Joseph Boon Wooi Yeo, Sze Looi Chin
Place of PublicationSingapore Singapore
PublisherMathematics Education Research Group of Australasia (MERGA)
Number of pages8
ISBN (Electronic)9781920846329
Publication statusPublished - 2021
EventAnnual conference of the Mathematics Education Research Group of Australasia 2021: Foundations and Pathways - National Institute of Education, Singapore, Singapore
Duration: 5 Jul 20218 Jul 2021
Conference number: 43rd


ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2021
Abbreviated titleMERGA 2021
Internet address


  • teacher actions
  • mathematics
  • primary
  • early years
  • Questioning styles
  • cognitive activation
  • tasks
  • Geometry
  • Case Study

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