Using enabling and extending prompts in the early primary years when teaching with sequences of challenging mathematical tasks

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The current study explores how teachers report using enabling and extending prompts when teaching with sequences of challenging mathematical tasks. Twenty-nine early years primary school teachers completed a questionnaire following their participation in a professional learning project. Findings suggest that teachers’: view prompts as important when teaching with challenging tasks; generally prepare prompts in advance of the lesson; consistently allow students to engage with the core task before making prompts available; and consider prompts equally valuable for augmenting learning across all content areas.
Original languageEnglish
Title of host publicationMathematical Confluences and Journeys
Subtitle of host publicationProceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia
EditorsNoleine Fitzallen, Carol Murphy, Vesife Hatisaru, Nicole Maher
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia (MERGA)
Number of pages8
ISBN (Electronic)9781920846336
Publication statusPublished - 2022


  • Enabling Prompts
  • Extending Prompts
  • Challenging Tasks
  • Differentiation
  • Problem Solving
  • Teacher Perspectives
  • Mathematics Education
  • Primary Education

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