Wondering, Wandering, and Desiring in Mathematics
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| Title: | Wondering, Wandering, and Desiring in Mathematics |
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| Language: | English |
| Authors: | Rosalie Miller, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| 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: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Mathematics Instruction, Teaching Methods, Conventional Instruction, Elementary School Teachers, Elementary School Students, Elementary School Mathematics, Foreign Countries, Preservice Teachers, Creativity |
| Geographic Terms: | Australia |
| Abstract: | Traditional mathematics teaching approaches result in inequitable outcomes for students outside the dominant community. One reason for this is a school system that prioritises overly narrow ways of knowing, being and doing. One example of this is a teaching approach that prioritises very specific learning goals and highly structured lessons that focus on performance and product to be judged as a success or failure by a teacher. This paper explores an alternative teaching approach that opens possibilities for intellectual movement and exploration, recognising additional ways of being, knowing and doing to be valued equally to more traditional ways of knowing, being and doing. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676475 |
| Database: | ERIC |
| Abstract: | Traditional mathematics teaching approaches result in inequitable outcomes for students outside the dominant community. One reason for this is a school system that prioritises overly narrow ways of knowing, being and doing. One example of this is a teaching approach that prioritises very specific learning goals and highly structured lessons that focus on performance and product to be judged as a success or failure by a teacher. This paper explores an alternative teaching approach that opens possibilities for intellectual movement and exploration, recognising additional ways of being, knowing and doing to be valued equally to more traditional ways of knowing, being and doing. |
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