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SUMMARY:THE CONSTRUCTION OF MATHEMATICAL INSIGHT BY PUPILS IN WHOLE-CLASS 
 CONVERSATION - Thérèse Dooley\, St Patrick’s College\, Dublin City Uni
 versity and University of Cambridge
DTSTART:20100301T170000Z
DTEND:20100301T183000Z
UID:TALK23493@talks.cam.ac.uk
CONTACT:Bryony Horsley-Heather
DESCRIPTION:How can pupils be helped to construct mathematical insights in
  normal classroom conditions? In this presentation I report on a lesson (o
 ne in a series)\, based on the story of the young Gauss\, that I taught at
  a primary school in Ireland. I trace the construction by pupils of new ma
 thematical ideas and concepts using the RBC model developed by Hershkowitz
 \, Schwartz\, and Dreyfus (2001). I demonstrate how the fostering of a ‘
 conjecturing atmosphere’ (Mason\, 1988) is the main factor that supports
  mathematically insightful behaviour. Conjecturing is evidenced by pupils
 ’ use of pronouns and hedges (Rowland\, 2000) and is facilitated by teac
 her follow-up moves (Brodie\, 2008). In this context\, I show how extended
  whole-class conversation can offer fertile ground for the growth of new m
 athematical understanding. 
LOCATION:Room 205\, Mary Allan Building\, Homerton College\, Hills Road\, 
 Cambridge CB2 8PQ
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