One can argue that successful learning and teaching of Mathematics in much more complex than three Content Strands and that it involves more of a mental disposition. In order to develop this disposition, as “mathematics is what mathematicians do” (Milgram, 2007), one must be emerged and challenged within a task. Mathematical Proficiency is one way of explaining this mathematical disposition and through Evidence Based practices one can begin to see what is meant by Mathematical Proficiency. However, questions still remain; how do Evidence Based practices, support the successful learning and teaching of Mathematical Proficiency? How can teachers accurately assess Mathematical Proficiency? And in what ways can students’ responses be used to assess their Mathematical Proficiency?
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|B-2||06/12/2018||11:00 am||12:00 pm||La Trobe University||
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