Research behind the Best Evidence Synthesis

Item number
BES008

BES selection
Mathematics BES

Format
Journal article

Title
Promoting conceptual thinking in four upper-elementary mathematics classrooms

Author
Kazemi, Elham ; Stipek, Deborah

Publisher
University of Chicago Press

Publishing Year
2001

Source
Elementary school journal, v.102 n.1 p, 59-80

ISSN
00135984

Subject
Curriculum

Descriptors
Curriculum ; Mathematics education ; Mathematics teaching ; Classroom techniques ; Student development ; Mathematics skills ; Teaching effectiveness ; Student engagement

Age Focus
Children (5 to 12 years)

Education level
Primary education

Language
English

How to obtain
Ask at your public or university library. If they don’t have it they can borrow it from another library for a small charge.

Abstract
Examines ways in which classroom practices create a press for conceptual mathematical thinking and how teachers can promote student participation in a classroom community where conceptual understandings are valued and developed. Details four important sociomathematical norms characterizing a high press for conceptual thinking. Concludes that a high press for conceptual thinking allows the mathematics to drive student engagement in activities. (Author)

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The Iterative Best Evidence Synthesis programme (BES) : New Zealand Ministry of Education
http://www.educationcounts.govt.nz/themes/BES