Abstract
The previous chapters have worked with Kilpatrick et al. (Adding it up: Helping children learn mathematics (2001)) five strands of mathematical proficiency to inform their notions of what counts as mathematical reasoning. In this chapter, I focus very specifically on the five strands and ask whether and how they can be integrated into a set of mathematics lessons. The current curriculum in South Africa doesn’t always allow a focus on reasoning and full proficiency. However, mathematical reasoning and mathematical proficiency are key elements of the new curriculum in South Africa, and in trying to integrate them into my teaching, I hope to illuminate some of the challenges and rewards of teaching in this way.
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Brodie, K. (2010). Teaching Mathematical Reasoning with the Five Strands. In: Brodie, K. (eds) Teaching Mathematical Reasoning in Secondary School Classrooms. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09742-8_6
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DOI: https://doi.org/10.1007/978-0-387-09742-8_6
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