Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence

Jill Fielding-Wells; Kym Fry

Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence

STEM Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Guided Mathematical Inquiry (GMI) supports the development of deep understandings about mathematics concepts as students learn to address inquiry questions with evidence-based claims. Developing an evidence-based focus has been shown to be problematic with children. This paper presents how a framework for evidence was developed through the expert knowledge of teachers experienced in GMI with components trialled and illustrated using a Year 3 classroom unit on measurement and geometry. This framework can be used to give insight into the complexity of an evidence-focus in mathematics and support further research.

Original language	English
Title of host publication	Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia)
Editors	Gregory Hine, Susan Blackley, Audrey Cooke
Place of Publication	Adelaide, Australia
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	268-275
ISBN (Print)	9781920846312
Publication status	Published - 2019
Event	MERGA 42: 42nd Annual Conference of Mathematics Education Research Group of Australasia - Curtin University, Perth, Australia Duration: 30 Jun 2019 → 4 Jul 2019

Conference

Conference	MERGA 42: 42nd Annual Conference of Mathematics Education Research Group of Australasia
City	Perth, Australia
Period	30/06/19 → 4/07/19

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Fielding-Wells, J., & Fry, K. (2019). Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia) (pp. 268-275). Mathematics Education Research Group of Australasia (MERGA). https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx

Fielding-Wells, Jill ; Fry, Kym. / Introducing Guided Mathematical Inquiry in the Classroom : Complexities of Developing Norms of Evidence. Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia). editor / Gregory Hine ; Susan Blackley ; Audrey Cooke. Adelaide, Australia : Mathematics Education Research Group of Australasia (MERGA), 2019. pp. 268-275

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title = "Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence",

abstract = "Guided Mathematical Inquiry (GMI) supports the development of deep understandings about mathematics concepts as students learn to address inquiry questions with evidence-based claims. Developing an evidence-based focus has been shown to be problematic with children. This paper presents how a framework for evidence was developed through the expert knowledge of teachers experienced in GMI with components trialled and illustrated using a Year 3 classroom unit on measurement and geometry. This framework can be used to give insight into the complexity of an evidence-focus in mathematics and support further research.",

author = "Jill Fielding-Wells and Kym Fry",

year = "2019",

language = "English",

isbn = "9781920846312",

pages = "268--275",

editor = "Gregory Hine and Susan Blackley and Audrey Cooke",

booktitle = "Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia)",

publisher = "Mathematics Education Research Group of Australasia (MERGA)",

note = "MERGA 42: 42nd Annual Conference of Mathematics Education Research Group of Australasia ; Conference date: 30-06-2019 Through 04-07-2019",

}

Fielding-Wells, J & Fry, K 2019, Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence. in G Hine, S Blackley & A Cooke (eds), Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia). Mathematics Education Research Group of Australasia (MERGA), Adelaide, Australia, pp. 268-275, MERGA 42: 42nd Annual Conference of Mathematics Education Research Group of Australasia, Perth, Australia, 30/06/19. <https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx>

Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence. / Fielding-Wells, Jill; Fry, Kym.
Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia). ed. / Gregory Hine; Susan Blackley; Audrey Cooke. Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA), 2019. p. 268-275.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Fielding-Wells J, Fry K. Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence. In Hine G, Blackley S, Cooke A, editors, Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia). Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA). 2019. p. 268-275

Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence

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