Reasoning

This is a report of a large study carried out with 90 teachers and over 2000 primary students. It sought links between teachers' practices, beliefs and knowledge and pupil learning outcomes.

Reflections on some past events are used to help explain levels of mathematical understanding.

A neophyte teacher was developing an innovative child-centred teaching style that included half-hour problem posing sessions for mathematics in her year 1 class in Australia. It demonstrates an alternative approach to early years mathematics teaching and some dilemmas that this raised for the teacher.

This article presents points of growth in students' thinking about ratio problems and suggests implications for the classroom teacher.

This professional article explores the significance of reasoning in the mathematics classroom, concentrating on the proof of mathematical results.

This paper discusses the culture of challenge that has developed in the Singapore mathematics classroom. It provides an analysis of test items from a recent primary school national examination and describes a study on a typical year 6 class.