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ERIC Number: EJ1411766
Record Type: Journal
Publication Date: 2023
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1326-0286
EISSN: N/A
Unpacking a Framework for Activating and Assessing Students' Prior Knowledge
Chelsea Cutting; Paul Unsworth; Belinda Trewartha
Australian Primary Mathematics Classroom, v28 n2 p3-7 2023
This paper focuses on the importance of identifying students' Prior Knowledge (PK) for the teaching and learning of mathematics. Specifically, we present a framework that exemplifies the core elements teachers need to consider in relation to the purpose, design and implementation of learning experiences that enable PK to be activated and assessed. The paper concludes by offering practical insights for the design and implementation of a PK learning experience using this framework, with a geometry-based example.
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