Opportunities for Hyper-Diverse Students to Communicate Their Mathematical Thinking in Multi-Year Classes. Attending to Student Diversity in Mathematics Education in Inclusive Settings. [Symposium]
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| Title: | Opportunities for Hyper-Diverse Students to Communicate Their Mathematical Thinking in Multi-Year Classes. Attending to Student Diversity in Mathematics Education in Inclusive Settings. [Symposium] |
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| Language: | English |
| Authors: | Kate Quane, Bec Neill, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2024. |
| 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: | 5 |
| Publication Date: | 2024 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Instruction, Thinking Skills, Student Experience, Special Needs Students, Foreign Countries, Multigraded Classes, Small Schools, Elementary School Students, Students with Disabilities, Academically Gifted, Opportunities, Communication (Thought Transfer), Student Diversity, Peer Relationship, Cooperation |
| Geographic Terms: | Australia |
| Abstract: | This paper examines the mathematical experiences of students with additional and diverse needs in multi-year classes within the educational context of small regional South Australian (SA) schools. Qualitative research methods were used to collect data about how students communicate their mathematical thinking. Opportunities for students to communicate their mathematical thinking were categorised using Bruner's experiential stages of learning. Findings suggest that the collaborative nature of multi-year classes fosters peer learning and cooperation, enabling students to share and build upon each other's mathematical thinking. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED661006 |
| Database: | ERIC |
| Abstract: | This paper examines the mathematical experiences of students with additional and diverse needs in multi-year classes within the educational context of small regional South Australian (SA) schools. Qualitative research methods were used to collect data about how students communicate their mathematical thinking. Opportunities for students to communicate their mathematical thinking were categorised using Bruner's experiential stages of learning. Findings suggest that the collaborative nature of multi-year classes fosters peer learning and cooperation, enabling students to share and build upon each other's mathematical thinking. |
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