Max Stephens
University of Melbourne
63 Papers
223 Citations
Max Stephens is an academic researcher from University of Melbourne. The author has contributed to research in topics: Curriculum & Lesson study. The author has an hindex of 16, co-authored 59 publications.
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Papers
Appreciating Mathematical Structure for All.
TL;DR: The authors argue that unless students are encouraged to attend to structure and to engage in structural thinking they will be blocked from thinking productively and deeply about mathematics, and provide several illustrative cases in which structural thinking helps to bridge the chasm between conceptual and procedural approaches to teaching and learning mathematics.
Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement
Masami Isoda,Max Stephens,Yutaka Ohara,Takeshi Miyakawa +3 more
- 01 Feb 2007
TL;DR: In this paper, Japanese Lesson Study in Mathematics Methods and Types of Study Lessons Trends of Research Topics in Japan Society of Mathematical Education Diversity and Variety of Lesson study International Cooperative Projects.
176
Why you have to probe to discover what Year 8 students really think about fractions
Catherine Pearn,Max Stephens +1 more
- 01 Jan 2004
TL;DR: The authors examined the persistence of whole number schemes among 14 year-old students who appear to have successfully mastered routine algorithms for working with fractions and found that these forms of thinking can give correct answers also making it difficult for teachers to identify incorrect thinking about fractions.
45
•Journal Article
Working towards algebra: the importance of relational thinking
TL;DR: In this paper, a study of the mathematical thinking of a selection of Year 7 and Year 8 students in Brazil, they found that when asked to solve numerical expressions using four arithmetic operations, most students opted for computational methods.
•Journal Article
Cultural Challenges in Adapting Lesson Study to a Philippines Setting
Marlon Ebaeguin,Max Stephens +1 more
TL;DR: In this paper, the adaptation required to increase the transferability of Japanese lesson study for use in the Philippines is investigated, using Hofstede's dimensions of national culture to identify and analyse the incongruences in cultural orientations between Japanese and Philippine teachers, which may explain the adaptations needed in order to implement lesson study in Philippine schools.