Abstract
There are many potential ways to represent arithmetical tasks, but students’ choices may be limited by beliefs that only certain standardised representations are 'legitimate' in school mathematics. Furthermore, concern for the quantity and speed of ‘work done’ can override opportunities for meaningful engagement with the content. This paper draws on a sample of the informal representational strategies observed during a microanalytic study of 11-15 year old students with low prior attainment in mathematics. In absence of pressure to provide quick answers, or to obtain them in a prescribed manner, students worked flexibly, participating in arithmetical reasoning, attempting and succeeding in tasks they were previously unable to engage with. The relationships between representational strategies, economy and efficiency are discussed in relation to multiplicative thinking. These have pedagogical implications for the representational expectations placed on students with difficulties in mathematics, particularly in learning support and intervention contexts.
| Original language | English |
|---|---|
| Pages (from-to) | 482-501 |
| Number of pages | 20 |
| Journal | Oxford Review of Education |
| Volume | 43 |
| Issue number | 4 |
| Early online date | 27 Jul 2017 |
| DOIs | |
| Publication status | Published - 27 Jul 2017 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- mathematics education
- secondary education
- special educational needs
- numeracy
- arithmetical reasoning
- multiplicative thinking
- low attainment
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