Of the four proficiencies – understanding, fluency, problem solving and reasoning - reasoning is often seen, I think, as the ‘gold standard’ of mathematics: harder to learn than the other fluencies and only accessible to a minority of learners. An alternative view - one that I share - is that mathematical reasoning is actually an extension of the sort of everyday reasoning that we all engage in throughout our lives. From that perspective, engaging in mathematical reasoning should be accessible to all learners and not just the select few. Contrary to another popular belief, reasoning is not necessarily dependent on fluency needing to be taught first. So rather than treat reasoning as something special and difficult in mathematics teaching, what would it look like to have it happening ‘little and often’ in all mathematics teaching, so that all pupils come to develop reasoning as a ‘habit of mind’? In this plenary I will share some of the research into how we can support everyone to reason mathematically and suggest some practical examples for bringing reasoning into the centre of mathematics and teaching and learning of numeracy across the curriculum.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|A-01||05/12/2019||09:00 am||10:00 am||La Trobe University Bundoora||
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