Teacher knowledge about how mathematical ideas introduced at later stages in the curriculum are connected to ideas and strategies at earlier levels has been identified as mathematical knowledge at the horizon by Deborah Ball and others. Evidence from large scale studies suggests that students at earlier levels can tackle problems that would normally be considered appropriate for students at more advanced levels of schooling, for example, Year 4 students can solve simple proportional reasoning problems and problems involving the Cartesian Product. I’ve used the term horizon problems to refer to such problems as they provide windows into students’ mathematical reasoning that we might not be aware of otherwise. While horizon problems may be solved using familiar strategies (e.g., make-all-count-all), it is their representations that can provide valuable opportunities for making connections and noticing mathematical relationships. This seminar will explore the possibilities afforded by a range of horizon problems.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|E-20||05/12/2019||03:40 pm||04:40 pm||La Trobe University, Bundoora||
|I-14||06/12/2019||02:30 pm||03:30 pm||La Trobe University, Bundoora||
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