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ERIC Number: EJ1448474
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1326-0286
EISSN: N/A
The Impact of Using a Student-Centred Structured Inquiry to Teach Challenging Sequences of Tasks
Kathryn Salkeld
Australian Primary Mathematics Classroom, v29 n2 p27-35 2024
This article provides an example of the implementation of school-wide professional learning as part of an Australian Research Council grant and the Catholic Schools Parramatta Diocese (CSPD) called Exploring Mathematical Sequences of Connected, Cumulative and Challenging Tasks (EMC[superscript 3] ) (Sullivan et al., 2021). By using sequences of challenging mathematical tasks and the student-centred structured inquiry model (Sullivan et al., 2021) at the primary school level the authors were able to improve teaching and learning in mathematics across all grades. The reason for implementing mathematics professional learning via sequences of tasks was to improve students' working mathematical skills and to establish a positive mathematics learning culture for teachers and students. At the same time the aim was to build positive teacher and student attitudes and approaches to challenging mathematics tasks, (OECD, 2016) and make a positive impact on school mathematics data.
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 - Descriptive
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