This chapter uses the notion of relentless consistency, elaborated by Laurinda Brown, to describe an approach to teaching mathematics we are researching. A fundamental assumption is that students learn better and engage actively when tasks on which they are working on are more rather than less challenging. The article describes how challenge is connected to the structure of lessons, our interpretation of ways sequences might support learning, justification for proposing specific approaches, and the importance of positive classroom and teacher learning cultures. An extract from one sequence is presented to exemplify our overall approach along with implications for teacher education.
|Title of host publication||For the Learning of Mathematics|
|Subtitle of host publication||Proceedings of a symposium on learning in honour of Laurinda Brown: Monograph 1|
|Place of Publication||New Westminster BC Canada|
|Publisher||FLM Publishing Association|
|Number of pages||6|
|Publication status||Published - 2020|
Sullivan, P., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., & Russo, J. (2020). Ways that relentless consistency and task variation contribute to teacher and student mathematics learning. In A. Coles (Ed.), For the Learning of Mathematics: Proceedings of a symposium on learning in honour of Laurinda Brown: Monograph 1 (1st ed., pp. 32-37). FLM Publishing Association. https://flm-journal.org/index.php?do=show&lang=en&vol=40&num=0