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Experiencing Mathematics for Connected Understanding: Using the RAMR Framework for Accelerating Students' Learning

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Bibliographic Details
Title: Experiencing Mathematics for Connected Understanding: Using the RAMR Framework for Accelerating Students' Learning
Language: English
Authors: Nutchey, David, Grant, Edlyn, English, Lyn
Source: Mathematics Education Research Group of Australasia. 2016Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016).
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: N
Page Count: 8
Publication Date: 2016
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Secondary Education
Descriptors: Mathematics Instruction, Class Activities, Educational Practices, Teaching Methods, Secondary School Mathematics, Mathematics Achievement, Classroom Techniques, Socioeconomic Status, Low Income Students, Science Course Improvement Projects, Foreign Countries
Geographic Terms: Australia
Abstract: This paper reports on the use of the RAMR framework within a curriculum project. Description of the RAMR framework's theoretical bases is followed by two descriptions of students' learning in the classroom. Implications include the need for the teacher to connect student activities in a structured sequence, although this may be predicated on the teacher's own structural understanding of mathematics.
Abstractor: As Provided
Number of References: 14
Entry Date: 2017
Accession Number: ED572355
Database: ERIC
Description
Abstract:This paper reports on the use of the RAMR framework within a curriculum project. Description of the RAMR framework's theoretical bases is followed by two descriptions of students' learning in the classroom. Implications include the need for the teacher to connect student activities in a structured sequence, although this may be predicated on the teacher's own structural understanding of mathematics.