Supporting 5 – 6 year old students to know and use mathematical practices : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education at Massey University, Albany, New Zealand
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2024
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Massey University
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Supporting students to be mathematically proficient at school, begins from their first formal mathematics lesson. For students in Aotearoa, the refreshed curriculum outlines the expectation that students engage in mathematical explanations, justification, argumentation, representations and generalizing. Whilst there is sufficient literature on these mathematical practices with older students, there is limited research focusing on how to enact mathematical practices with young learners. This study examines the teacher actions used within students first formal mathematics lessons and the ways in which the teacher engaged the young learners to explain, justify, argue mathematically, represent their thinking and generalise mathematical ideas. Drawing upon qualitative research methods within a single bounded case study this study was set within a semi-rural school in Aotearoa. One teacher was selected to participate with ten young students aged five years old and one student aged six years old. Data collection occurred during these students first seven formal mathematics lessons. A range of data were collected and analysed, including field notes, video recorded classroom observations, photographs of student work samples and a teacher questionnaire. Findings revealed the complex nature of engaging young learners in mathematical practices. However, when students are expected to and provided with opportunities to reason mathematically, young learners can succeed. Initially the teacher actions included specific questioning and conversational moves to draw out the thinking from the students. Over the duration of the study these teacher actions shifted to include open prompts requesting the students engage in a mathematical practice. This study provides insight to the progression of teacher actions used and offers a contribution to the literature regarding how young learners can mathematically reason. It is acknowledged that for such practices to occur teachers must value mathematical conversation and constantly provide opportunities for young learners to reason.