Characterising a Representation Construction Pedagogy for Integrating Science and Mathematics in the Primary School

Abstract Growing research evidence indicates student learning gains from guided representation construction/invention in school science and mathematics. In this inquiry approach, students address challenges around what features of a phenomenon/problem to attend to, data collect, how why, make collective judgments about multimodal accounts phenomena. However, researchers date have tended focus on rather than the teacher’s role guiding various phases inquiry. paper we report (a) analysis Grade 1 students’ engagement interdisciplinary mathematics practices classroom sequence ecology; (b) such inquiry; (c) interpretation these terms support transduction (connecting remaking meanings across representations different modes). Data our study included video capture two case teachers’ guidance tasks discussion artefacts. We examine processes through which teachers used invention revision displays teach concepts living things, diversity, distribution adaptive related habitat science. Mathematical constructing interpreting mapping, measurement modelling, sampling using scale. The offers fresh insights into subjects, discrete stages orienting, challenge, building consensus applying extending representational systems.