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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]
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: 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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  Data: 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/
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  Data: 5
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: Abstract
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  Data: 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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  Data: 2024
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Multigraded Classes
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      – SubjectFull: Small Schools
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Academically Gifted
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      – SubjectFull: Opportunities
        Type: general
      – SubjectFull: Communication (Thought Transfer)
        Type: general
      – SubjectFull: Student Diversity
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Cooperation
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      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: 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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              Y: 2024
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