Science Technology Engineering Mathematics and Environmental Education Research Group

Re-imagining futures in STEME

Champions for mathematical reasoning

Mathematical reasoning involves developing and communicating arguments with the intention to convince. We will use a design-research approach to develop resources for the professional learning of a designated reasoning champion and research its usefulness in facilitating professional learning for teachers about mathematical reasoning and its teaching. The resources will assist champions to conduct professional learning for other teachers in their schools to develop students’ mathematical reasoning. We will investigate whether the professional learning resources developed will provide in-school professional learning for teachers conducted by the reasoning champion so that more teachers can make sense of, and use reasoning regularly in their teaching of mathematics. In addition we will be able to discern whether the professional learning of the champion is sufficient to increase the knowledge of reasoning and its teaching of other teachers at the champion’s school.

Team members:

  • Sandra Herbert
  • Leicha Bragg

Funding body:  Australian Academy of Science & Australian Association of Mathematics Teachers


  • Davidson, A., Herbert, E. S., & Bragg, L. A. (2018). Supporting elementary teachers’ planning and assessing of mathematical reasoning. International journal of science and mathematics education, 1-21. doi:10.1007/s10763-018-9904-0
  • Bragg, L. A., & Herbert, E. (2018). What can be learned from teachers assessing mathematical reasoning: A case study. In J. Hunter, P. Perger, & L. Darragh (Eds.), Making waves, opening spaces. Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia (pp. 178-185). Auckland, New Zealand: Mathematics Education Research Group of Australasia.
  • Bragg, L. A., Herbert, E., & Davidson, A. (2018). Identifying, promoting, and assessing reasoning focused on analysing. Australian primary mathematics classroom, 23(2), 3-7.