The intent and processes of a professional learning initiative seeking to foster discussion around innovative approaches to teaching

Peter Arnold Sullivan, Marilyn Holmes, Naomi Ingram, Chris Linsell, Sharyn Livy, Melody McCormick

Research output: Contribution to conferenceOtherOther

Abstract

The following outlines the rationale and structure of a professional learning initiative that seeks to explore teachers’ ways of engaging students more actively in building mathematical connections for themselves. An example of one of the suggested experiences is presented.
Original languageEnglish
Pages669-673
Publication statusPublished - 2016

Keywords

  • professional learning, mathematical tasks, teacher education, student learning, mathematics, primary

Cite this

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title = "The intent and processes of a professional learning initiative seeking to foster discussion around innovative approaches to teaching",
abstract = "The following outlines the rationale and structure of a professional learning initiative that seeks to explore teachers’ ways of engaging students more actively in building mathematical connections for themselves. An example of one of the suggested experiences is presented.",
keywords = "professional learning, mathematical tasks, teacher education, student learning, mathematics, primary",
author = "Sullivan, {Peter Arnold} and Marilyn Holmes and Naomi Ingram and Chris Linsell and Sharyn Livy and Melody McCormick",
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The intent and processes of a professional learning initiative seeking to foster discussion around innovative approaches to teaching. / Sullivan, Peter Arnold; Holmes, Marilyn; Ingram, Naomi; Linsell, Chris; Livy, Sharyn; McCormick, Melody.

2016. 669-673.

Research output: Contribution to conferenceOtherOther

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AU - Holmes, Marilyn

AU - Ingram, Naomi

AU - Linsell, Chris

AU - Livy, Sharyn

AU - McCormick, Melody

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AB - The following outlines the rationale and structure of a professional learning initiative that seeks to explore teachers’ ways of engaging students more actively in building mathematical connections for themselves. An example of one of the suggested experiences is presented.

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SP - 669

EP - 673

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