Ways that relentless consistency and task variation contribute to teacher and student mathematics learning

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

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

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.
Original languageEnglish
Title of host publicationFor the Learning of Mathematics
Subtitle of host publicationProceedings of a symposium on learning in honour of Laurinda Brown: Monograph 1
EditorsAlf Coles
Place of PublicationNew Westminster BC Canada
PublisherFLM Publishing Association
Pages32-37
Number of pages6
Edition1st
ISBN (Print)9781777046705
Publication statusPublished - 2020

Cite this

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