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Venkat, Hamsa; Askew, Mike; Watson, Anne; Mason, John – For the Learning of Mathematics, 2019

In this paper, we provide an elaboration of the notion of mathematical structure -- a term agreed upon as valuable but difficult to define. We pull apart the terminology surrounding the notion of structure in mathematics: relationship, generalising/generalisation and properties, and offer an architecture of structure that distinguishes and…

Descriptors: Mathematics Instruction, Mathematical Concepts, Algebra, Mathematical Formulas

Ingram, Jenni; Watson, Anne – For the Learning of Mathematics, 2018

We aim to open up discussion about the intertwined roles of teachers and tasks that involve students communicating about mathematics when working in groups. Over many years we have observed, researched and ourselves have taught students working on mathematics in groups and find that it is often easier to pay attention to the forms of communication…

Descriptors: Mathematics Instruction, Cooperative Learning, Interpersonal Communication, Foreign Countries

Mason, John; Watson, Anne – For the Learning of Mathematics, 2009

While Socrates and Meno are discussing the nature of knowledge through considering the square-root of two with one of Meno's slaves, their wives are discussing the nature of knowledge through considering the square-root of three with one of the slave girls, using a diagram based on Raphael's "The School of Athens" being contemplated by Euclid.

Descriptors: Mathematical Concepts, Mathematics Instruction, Epistemology, Knowledge Level

Peer reviewed

Sinclair, Nathalie; Watson, Anne – For the Learning of Mathematics, 2001

Describes the book 'Wonder, the Rainbow and the Aesthetics of Rare Experiences' which is not ostensibly connected to mathematics education but which turns out to have deep connections with mathematics, education, and mathematics education. (MM)

Descriptors: Aesthetics, Mathematics, Mathematics Education

Peer reviewed

Watson, Anne – For the Learning of Mathematics, 1995

Presents anecdotal data from informal discussions with 12 secondary teachers about types of evidence of students' mathematics achievements that were used by the teachers. Discusses oral evidence, written work, observed actions, voluntary use of mathematics, knowledge of the child, teachers' views of mathematics, and behavior and body language.…

Descriptors: Alternative Assessment, Discussion, Educational Assessment, Informal Assessment