A Survey of Instructional Leaders in Primary Schools: Emerging Patterns in Numeracy Leadership
Joanna Higgins & Linda BonneOne component of an ongoing New Zealand study investigating instructional leadership in numeracy, an online survey, was completed by 44 primary school leaders – numeracy lead teachers, principals, deputy and assistant principals, and syndicate/team leaders. Patterns identified in an analysis of the responses showed that numeracy lead teachers often had a multiplicity of roles, and suggested that numeracy lead teachers who were also a member of the management team had greater influence than those who were not. Implications for the future leadership of numeracy will be discussed.
Aboriginal Independent Community Schools Numeracy Strategy
Daniel Pinchas & Renae Small & Rebecca Youdale & Shirley Riley & Kaye TreacyThe Aboriginal Independent Community Schools (AICS) Numeracy Strategy is a DEEWR funded action research project providing support to independent Indigenous community schools in Western Australia. Over the next two years, the Strategy will work towards making significant improvements in Indigenous students’ understanding and skills in numeracy. The project uses a cycle of discovering what students know, focusing on the mathematics they need to learn and implementing effective pedagogy. Consultants will make regular visits to the schools, working shoulder to shoulder with teachers, Aboriginal Education Workers, and principals. Professional development workshops will be run within schools and at conferences, with resources being developed to support the implementation of the Strategy. Progress will be monitored using standardised assessment and classroom based assessment tasks.
An Alternative Pathway to University Mathematics
Nicholas CrouchThe University of Adelaide’s Maths Learning Service offers a bridging course as an alternative pathway to university. This self-paced course is for some students a form of distance education. The course appears to be unique in Australia because of the self-paced nature, with students able to take as much or little time as they require, and the fact that students are not graded but rather only progress once a certain level of understanding is achieved. This communication will discuss the experience of teaching in this mode and the effectiveness of the individual feedback on learning.
Calculator Technologies and Females’ Mathematics Learning: A Pilot Study
Janelle HillThe relationship between females’ attitudes to calculator technology and their achievement and participation in higher-level secondary school mathematics was investigated in this small pilot study. The sample comprised nine females who had recently completed secondary schooling. Most believed that technologies such as graphics and Computer Algebra System calculators were obstacles to higher-level mathematics learning and did not enable them to gain a better understanding of mathematical concepts. Several indicated that mathematics was not particularly useful or relevant for them except as a vehicle to university entry. More research is needed to determine the representativeness and significance of these findings.
Elementary Students’ Understanding of Variable: The Role of Problem Type and Representation
J. Matt SwitzerResearch has found marked differences in student performance with various algebraic problems (e.g., word problems, word equations, equations) (Koedinger & Nathan, 2004). In addition, research has shown that students’ understanding of variable is fragile (Booth, 1984; Carraher, Schielmann, & Brizuela, 2001; Stacey, 1989). Often, the teacher/researcher’s introduction of literal symbols assumes that students make connections between their informal symbolisations and formal conventional symbolisations (Kaput, 2008). This cross-sectional research project explores the influence of problem type and variable representation for United States Grade 4 & 6 students as they transition from informal representations of variables to formal conventional representations.
Lesson Study as Research and Professional Development for Practitioners
Jodie HunterLesson study is a professional development process whereupon teachers collectively and systematically examine their own practice in order to improve their teaching (Fernandez & Yoshida, 2004; Stigler & Hiebert, 1999). The focus of this report is on how involvement in a lesson study cycle focused on primary mathematics lessons supported teachers to develop reflective practice. It will outline teacher perspectives of their experiences in the project and examine how their reflective skills and investigation into their classroom practices developed. Conclusions will be drawn of the factors which facilitate or inhibit lesson study as a process of professional development and research.
Pre-service Primary Teachers’ Ability to Communicate Mathematics Concepts Effectively
Chua Kwee GekProcess, one of the important components to attain the aim of the Singapore Mathematics curriculum, is often given less emphasis as its mastery seem less tangible in an assessment context. This paper describes a preliminary study to determine Singapore pre-service teachers’ ability to articulate mathematics concepts succinctly. The findings show that they were not able to communicate their teaching ideas and concepts effectively. Effective mathematics communication skills using accurate mathematics language and various strategies were then integrated into their pedagogy module so as to equip them better with the necessary repertoire of knowledge and skills for effective mathematics teaching.
Preparing a New Generation of High School Mathematics Teachers
Joanne E. GoodellIn 2005, the National Academy of Sciences and National Academy of Engineering together commissioned the report “Rising Above the Gathering Storm” (Committee on Prospering in the Global Economy of the 21st Century, 2007). The report recommended the UTeach teacher preparation program at the University of Texas at Austin as one that should be scaled up across the nation to address the declining population of high school mathematics teachers. Cleveland State University is now one of 20 universities replicating UTeach, and will accept first year students in August 2010. In this session, I will outline the major differences between this program and traditional programs, and discuss issues I have dealt with during the pre-implementation phase.
Primary Students’ Theories of Intelligence, Mathematics Self-Efficacy and Achievement: Analysis of the Initial Data
Linda BonneIn preparation for the collection of baseline data for doctoral research, two assessment instruments – one for students, the other for teachers – were trialled in 2009. At the start of 2010, the final student questionnaire was completed by Year 3 to 6 students in seven schools to gauge their implicit theories of intelligence and their mathematics self-efficacy. Data from a separate assessment of the students’mathematics achievement were also collected (n = 364). The students’ teachers (n = 24) completed a questionnaire to identify their theories of intelligence and self-efficacy for teaching mathematics. Initial findings will be presented.
Singaporean Senior Secondary Students’ Ways of Using Graphics Calculators
Hazel TanThis presentation provides some preliminary findings from a large scale survey of 964 Singaporean Senior Secondary mathematics students regarding the use of graphics calculators. Based on Geiger’s (2005) framework of four metaphors for technology use – Master, Servant, Partner and Extension of Self – an instrument was developed (Tan, 2009). It was administered as part of a PhD study on students’ learning preferences and their ways of learning and using graphics calculators. The findings are compared to those in the pilot study presented at MERGA 32 (Tan, 2009). The relationship between students’ use of calculators and their mathematics self ratings are discussed.
Teaching and Learning in an Interactive Multimedia E-Learning Environment
Sharon London & Mike Mitchelmore & Michael Cavanagh &This project investigated how teachers used the HOTmaths learning system in laptop learning environments. It took place in 8 Year 9 classes at three Catholic secondary metropolitan NSW schools. Each school used laptops in a different configuration, and selected teachers in two schools were provided with extensive professional development. Data on the implementation were collected via classroom observations, interviews with teachers, and pre- and post-testing using the ACER PATMaths test. The results indicated significant improvements in student performance of the intervention groups as compared with the non-intervention groups.
The Effectiveness of a Dynamic Professional Development Model Using an Online Mathematics Learning System
Sharon London & Joanne Mulligan & Michael Cavanagh & Matthew BowerThis study will evaluate the effectiveness of an online professional development model using communication pathways developed for a web-based mathematics learning system. Upper primary teachers from Catholic and government schools in NSW and Victoria will engage in a four-stage online professional development program employing web-conferencing software (Adobe Connect). Professional development will focus on new pedagogies using technology, and promote collaborative reflection and analysis of teaching and learning. Data sources will include digital recordings of a representative sample of lessons, transcripts of PD sessions, data generated by the online mathematics learning system, online surveys completed by students and teachers, and online interviews with teachers.
Values Operating in Effective Mathematics Lessons in Singapore: Reflections from Classroom Observations
Ho Siew YinThis presentation reports on a study that investigated the professional and pedagogical beliefs of effective mathematics lessons that were co-valued by the teacher and students. This study contributed data to an international pilot study that investigated how different interpretations of effectiveness incorporate traditional, cultural or indigenous views of mathematics education. The conceptualisation of this study was stimulated by previous research findings which found that students’ learning of mathematical ideas appeared to be regulated by the teachers’ valuing of professional and pedagogical beliefs (Seah, 2007; Seah & Ho, 2009). Data from photos of “effective learning moments” taken by students during the lesson observations in one primary school will also be presented.