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Full-Text Articles in Education
Reducing Mathematics Anxiety, Catherine Pearn
Reducing Mathematics Anxiety, Catherine Pearn
Catherine Pearn
Catherine Pearn discusses how to approach maths anxiety in the classroom. The symptoms of mathematics anxiety vary from expressing a dislike of mathematics to an adult who had to exit a lecture theatre in a hurry when numbers are displayed on a screen.
Comparisons: Australia’S Revised Draft Year 7 Numeracy Benchmarks And International Standards, John Lindsey, Catherine Pearn, Jan Lokan, Brian Doig, Gayl O'Connor
Comparisons: Australia’S Revised Draft Year 7 Numeracy Benchmarks And International Standards, John Lindsey, Catherine Pearn, Jan Lokan, Brian Doig, Gayl O'Connor
Catherine Pearn
No abstract provided.
Towards Excellence In Mathematics Teaching: Forging Links Between National Curriculum And Professional Standards Initiatives, Hilary Hollingsworth, Catherine Pearn
Towards Excellence In Mathematics Teaching: Forging Links Between National Curriculum And Professional Standards Initiatives, Hilary Hollingsworth, Catherine Pearn
Catherine Pearn
No abstract provided.
Mathematical Thinking Of Preschool Children In Rural And Regional Australia : Research And Practice, Robert Hunting, Janette Bobis, Brian Doig, Judith Mousley, Lyn English, Joanne Mulligan, Marina Papic, Catherine Pearn, Bob Perry, Jill Robbins, Jenny Young-Loveridge
Mathematical Thinking Of Preschool Children In Rural And Regional Australia : Research And Practice, Robert Hunting, Janette Bobis, Brian Doig, Judith Mousley, Lyn English, Joanne Mulligan, Marina Papic, Catherine Pearn, Bob Perry, Jill Robbins, Jenny Young-Loveridge
Catherine Pearn
Results of a research project that investigated: early childhood educators' thoughts on young children's mathematical thinking and development; reviewed recent research literature on the mathematical learning and thinking of young children; and made this information accessible to early childhood educators at all levels. Sixty-four early childhood educators from regional and rural New South Wales, Queensland and Victoria were interviewed for the project. Questions focused on: children's mathematics learning; support for mathematics teaching; use of technology; attitudes to mathematics; and assessment and record keeping. [p.1]
Highlighting The Similarities And Differences Of The Mathematical Knowledge And Strategies Of Year 4 Students, Catherine Pearn
Highlighting The Similarities And Differences Of The Mathematical Knowledge And Strategies Of Year 4 Students, Catherine Pearn
Catherine Pearn
Research has shown that successful mathematics students use different types of strategies from those struggling with mathematics. Year 4 students were tested using the One Minute Tests of Basic Number Facts and a paper and pencil Number Screening Test developed by the author and colleagues. Observation of the students during the assessment procedures highlighted the vast difference in the students' speed and accuracy when recalling basic facts and the types of strategies they used when solving mathematical tasks. [Author abstract]
Working Out What Works, Kerry-Anne Hoad, John Munro, Catherine Pearn, Nola Purdie, Louise Ellis, Ken Rowe
Working Out What Works, Kerry-Anne Hoad, John Munro, Catherine Pearn, Nola Purdie, Louise Ellis, Ken Rowe
Catherine Pearn
The WOWW professional development program provides resources and training to support teachers to develop expertise in designing and implementing literacy and numeracy intervention strategies for students with or without learning difficulties. [Title page]
The Development Of Mathematical Strategies In The Early Years, Catherine Pearn
The Development Of Mathematical Strategies In The Early Years, Catherine Pearn
Catherine Pearn
Current research has shown that children develop a repertoire of mathematical strategies by progressing though five 'counting stages'. These are: perceptual - students are limited to counting those items they can perceive; figurative - students count from one when solving addition problems with screened collections; initial number sequence - students can now count on to solve addition and missing add-end problems with screened collections; implicitly nested number sequence - students are able to focus on the collection of unit items as one thing, as well as the abstract unit items; explicitly nested number sequence - students are simultaneously aware of …
Assessing Rational Number Knowledge In The Middle Years Of Schooling, Catherine Pearn
Assessing Rational Number Knowledge In The Middle Years Of Schooling, Catherine Pearn
Catherine Pearn
Success in Numeracy Education (SINE) is the major numeracy approach being implemented in Victorian Catholic schools. SINE is designed to assist teachers to identify the mathematical understanding of the students they teach and to develop activities to help all students to progress at their relative level of understanding. Two components of SINE have been piloted and implemented: SINE Prep to Year 4 and SINE Years 5 and 6. This paper focuses on work with fractions being undertaken as part of the pilot program for SINE Years 5-8. There has been considerable research into the difficulties experienced by students learning fractions …
Additional Assistance : Counting, Duality And Compression Of Number And The Counting Slide, Mary Delahunty, Catherine Pearn
Additional Assistance : Counting, Duality And Compression Of Number And The Counting Slide, Mary Delahunty, Catherine Pearn
Catherine Pearn
At the beginning of 2000 the principal and staff of St Catherine's, Moorabbin, Victoria, instituted an additional assistance mathematics program within their school to support those children identified as being at risk in the early years. Children in Grade 1 and Grade 2 were the focus for withdrawal and support and were offered three sessions a week withdrawal and some whole class skills activity sessions for the year. Classroom needs was the focus for Grade 3 and children who were specifically targeted in relation to place value and the laws of mathematics received one session per week withdrawal for two …
Empowering Classroom Teachers For The 21st Century: Meeting The Challenge Of Advancing Children's Mathematical Development, Catherine Pearn
Empowering Classroom Teachers For The 21st Century: Meeting The Challenge Of Advancing Children's Mathematical Development, Catherine Pearn
Catherine Pearn
In this paper, the specific concerns for literacy and numeracy as we enter a new era are addressed through a discussion of an innovative mathematics early intervention program, which the author and classroom teachers have developed and applied. 'Mathematics Intervention' is an innovative program developed by three classroom teachers to identify, then assist, children in year 1 'at risk' of not coping with the current mathematics curriculum. The program incorporates assessment tools and learning activities based on recent research about children's early numerical learning. It develops the basic concepts of number upon which children build their understanding of mathematics. All …
The Importance Of Efficient Strategies In Developing Numeracy In The Early Years, Catherine Pearn
The Importance Of Efficient Strategies In Developing Numeracy In The Early Years, Catherine Pearn
Catherine Pearn
A mathematics intervention program has been established at Elm Primary School for children at risk of not succeeding with Grade 1 mathematics. The program is based on current research that shows that children become numerate by progressing through five counting stages. The development and results of clinical interviews used for testing are discussed along with strategies that have been used to assist children overcome common difficulties identified by the testing. The importance for classroom teachers to be able to identify each child's strategies and thus their counting stage is stressed as a starting point for numeracy teaching in early years. …