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What does effective teaching for numeracy look like? The design of an observation schedule
- In P. Grootenboer, R, Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures, and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, Canberra
, 2006
"... This paper reports on the development and refinement of an observation schedule designed to evaluate effective teaching for numeracy and to serve as a starting point for teacher self-reflection. This paper summarises the key findings from the literature as to what constitutes effective numeracy teac ..."
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This paper reports on the development and refinement of an observation schedule designed to evaluate effective teaching for numeracy and to serve as a starting point for teacher self-reflection. This paper summarises the key findings from the literature as to what constitutes effective numeracy teaching and documents the results of a pilot study designed to test the usefulness of the instrument. The results indicate that the instrument is quite comprehensive in terms of its coverage of effective numeracy teaching indicators and may prove useful to other researchers involved in documenting classroom practice. The term ‘numeracy ’ was first coined in 1959 in the Crowther Report (Department of Education and the Arts, 1995) and later in 1982, where the Cockcroft Report (Cockcroft, 1982) referred to it as implying an ‘at-homeness ’ with numbers, and an ability to make use of mathematical skills which enable an individual to cope with the practical demands of everyday life. In Tasmania, the current definition of numeracy used by and referred to by Tasmanian teachers is the one which describes the Being numerate element in the state’s Essential Learnings Curriculum as: “Understands and has the confidence and disposition to meet the demands of life ” (Department of Education, Tasmania, 2002, p. 5). This definition
Interactive white(board) elephants: A case of change mismanagement Education and Business Management Solutions
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Teaching as Listening: Another Aspect of Teachers ’ Content Knowledge in the Numeracy Classroom
"... Recent mathematics education reform calls for pedagogical practice that is responsive to students ’ personal articulations of mathematics ideas. In such initiatives, listening to students is fundamental to advancing students ’ thinking. Our study explored the relationship between teachers ’ orientat ..."
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Recent mathematics education reform calls for pedagogical practice that is responsive to students ’ personal articulations of mathematics ideas. In such initiatives, listening to students is fundamental to advancing students ’ thinking. Our study explored the relationship between teachers ’ orientation towards listening and teachers ’ content knowledge. We investigated how four teachers listened to and made sense of students’ ideas, and the influence of content knowledge on their capacity to listen. The study revealed that the depth of teachers ’ content knowledge – both subject matter knowledge and pedagogical content knowledge – mediated their enactment of effective listening practices. Content knowledge plays a key role in teacher effectiveness (Ball & Bass, 2000). What teachers do in classrooms is very much influenced by what they know about
DOING MATHS OR PRACTISING THE FINISHED PRODUCT
"... This paper considers the teaching and learning of mathematics using the ideas of ‘Adapting and Extending ’ (Prestage & Perks, 2001) in comparison with our observations of the use of exemplar materials such as those in the Secondary Strategy, to allow a discussion of the tensions for our ITE stud ..."
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This paper considers the teaching and learning of mathematics using the ideas of ‘Adapting and Extending ’ (Prestage & Perks, 2001) in comparison with our observations of the use of exemplar materials such as those in the Secondary Strategy, to allow a discussion of the tensions for our ITE students ’ planning for teaching. In our test-based culture and the prevalence of national materials do our students have time to do mathematics or is their only strategy to ‘practise the finished product’.
