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dc.contributor.authorCartwright, Katherin Jane
dc.date.accessioned2021-04-05T23:41:47Z
dc.date.available2021-04-05T23:41:47Z
dc.date.issued2021en_AU
dc.identifier.urihttps://hdl.handle.net/2123/24788
dc.description.abstractProblem-solving, reasoning, understanding, and fluency are core proficiencies of the mathematics curriculum. Yet fluency, frequently interpreted as procedural fluency, tends to be misconstrued as a separate skill concerning ‘basic facts.’ This thesis investigated mathematical fluency beyond the constraints of a procedural focus to generate evidence in support of a more expansive view of fluency. The aim of the research was to investigate mathematical fluency characteristics students displayed and explore what teachers noticed and how they interpreted what they noticed. Qualitative research methods were undertaken through student observations and interviews, analysis of student work samples, and teacher group discussions. A framework was employed as an observational and analysis tool. The research involved two studies. In Study One, data from 160 students from seven K-6 classes were analysed and informed refinements to the characteristics of fluency framework. The importance of students’ representation modes emerged; these became important vantage points from which to view mathematical fluency. Study Two extended the investigation to encompass teachers in the role of researchers participating in the collection and analysis of student data. Nine primary teachers (K-6) and students from six classes (n= 66) participated. Teachers identified that responses beyond numerical representations were important indicators of mathematical fluency. Variations in the degree of mathematical fluency development were detected. Students perceived as possessing well-developed levels of mathematical fluency often focused on sharing ‘what they found out’ rather than ‘how they worked out the problem’. Based on these findings, practices for nurturing well-developed levels of fluency are identified. The collection of students’ written, oral and drawn responses for noticing mathematical fluency, and the use of an analytical framework to guide teacher observations are recommended.en_AU
dc.language.isoenen_AU
dc.subjectmathematical fluencyen_AU
dc.subjectteacher noticingen_AU
dc.subjectthesis with publicationsen_AU
dc.titleNoticing mathematical fluency in the primary classroom: Attending to and interpreting students’ characteristics of mathematical fluencyen_AU
dc.typeThesis
dc.type.thesisDoctor of Philosophyen_AU
dc.rights.otherThe author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.en_AU
usyd.facultySeS faculties schools::Faculty of Arts and Social Sciences::Sydney School of Education and Social Worken_AU
usyd.degreeDoctor of Philosophy Ph.D.en_AU
usyd.awardinginstThe University of Sydneyen_AU
usyd.advisorBobis, Janette


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