Algebraic reasoning: Connecting research to practice
Résumé
The relationship between research and practice has long been an area of interest to researchers, policy makers and teachers alike. When research provides valid tools for identifying students’ mathematical thinking, where they are at in their learning journey and evidence-based advice on where to go next, it can contribute to a productive alignment between curriculum, teaching and assessment (Siemon et al., 2019; Wilson, 2018). This paper reports on the Algebraic Reasoning component of the Reframing Mathematical Futures II Project and how the large-scale Australian research connected to teachers’ practice in order to make a difference to student learning.
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