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Download full textLivy, Sharyn; Bobis, Janette; Downton, Ann; McCormick, Melody; Russo, James; Sullivan, Peter – Mathematics Education Research Group of Australasia, 2021
All students should have access to learning experiences that help them make sense of important mathematical concepts. This study highlights teacher actions for consolidating student learning during teacher-lead discussion in the early years. We report on a case study of a Year 1 teacher involving a lesson observation. Highlights of the lesson…
Descriptors: Teaching Methods, Elementary School Teachers, Mathematical Concepts, Concept Formation
Peer reviewed
Direct linkRusso, James; Hopkins, Sarah – Journal of Educational Research, 2019
Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 1, Grade 2
Russo, James; Hopkins, Sarah – Mathematics Education Research Group of Australasia, 2017
The current investigation systematically contrasted teaching with cognitively demanding (challenging) tasks using a task-first lesson structure with that of a teach-first lesson structure in a primary school setting (Year 1 and 2). The findings indicate that there is more than one way of incorporating challenge tasks into mathematics lessons to…
Descriptors: Cognitive Processes, Difficulty Level, Elementary School Mathematics, Mathematics Instruction
