|Title of host publication||Proceedings of the International Group for the Psychology of Mathematics Education|
|Number of pages||8|
|State||Accepted/In press - Jul 2013|
|Conference||37th meeting of the International Group for the Psychology of Mathematics Education|
|Period||29/07/13 → 2/08/13|
This report is based on data gathered as part of a UK project looking into tackling underachievement in primary mathematics through a focus on creativity. We initially analyse, within the framework of noticing (Mason, 2002), if in the discussions of in-service primary school teachers on the project, there is evidence of the shifts in teachers’ noticing, proposed by Jacobs, Lamb, and Philipp (2010) as growth indicators. Results show evidence of these shifts. However, we go on to analyse the data further and find a significant shift that is not captured by Jacobs et al’s indicators. We conclude by arguing for a re-conceptualisation of the idea of growth indicators, towards a more cyclical sense of movement and development.
37th meeting of the International Group for the Psychology of Mathematics Education
|Duration||29 Jul 2013 → 2 Aug 2013|