NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED572408
Record Type: Non-Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: N/A
Assessing Children's Progress in Taking Intellectual Risks in a Mathematical Inquiry Classroom with a Positive Learning Approach
Allmond, Sue; Hillman, Jude; Huntly, Karen; Makar, Katie; O'Brien, Mia
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016)
Intellectual risk is valued among 21st century skills. Three primary teachers who promoted positive learning within mathematical inquiry collaborated with researchers to design and apply a rubric to assess children's progress in taking intellectual risks twice during the year. Results suggest that handling setbacks and giving feedback to peers were the most challenging skills initially, but showed significant gains by the end of the year. Teacher interviews discussed challenges that students faced and how positive classroom culture encouraged intellectual risk.
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/
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia