Perhaps the most challenging aspect of teaching mathematics to children of any age is the wide range of abilities present in any given classroom. One means of addressing this issue is to teach mathematics through problem solving, and use enabling and extending prompts to differentiate instruction. However, how should such prompts be used? Can teachers support students to take charge of their own learning, and access supporting (and extending) materials when required? In this workshop, we will present some recent classroom-based research into student attitudes towards prompts, and how the actions of teachers can shape these attitudes. In addition, we will share some strategies we have found effective for supporting students to use prompts effectively. Finally, participants will be provided with opportunities to engage with several challenging tasks, and develop their own prompts that they believe could effectively support (or extend) student learning.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|I-30||06/12/2019||02:30 pm||03:30 pm||La Trobe University, Bundoora||
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