Peer reviewed
Direct linkERIC Number: EJ1093253
Record Type: Journal
Publication Date: 2014
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1326-0286
EISSN: N/A
Available Date: N/A
Making Mathematics Meaningful: Using Student-Initiated Problems to Situate Mathematics
Brough, Chris; Calder, Nigel
Australian Primary Mathematics Classroom, v19 n1 p9-13 2014
Chris Brough and Nigel Calder share two scenarios in which students co-constructed their curriculum through generating their own problem solving and mathematical investigations. This article is a valuable exploration of the benefits of teachers working in partnership with their students.
Descriptors: Foreign Countries, Young Children, Mathematics Instruction, Student Centered Learning, Mathematics Skills, Problem Solving, Mathematics Activities, Inquiry, Relevance (Education), Participatory Research, Action Research, Mixed Methods Research, Integrated Curriculum, Mathematical Concepts, Geometry, Cooperative Learning, Teacher Role, Scaffolding (Teaching Technique), Elementary School Mathematics, Elementary School Students
Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A
