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Full-Text Articles in Education

Mid-Career Professionals In Stem Transiting To School Teaching: Barriers At The Border, James J. Watters, Carmel Diezmann Jan 2012

Mid-Career Professionals In Stem Transiting To School Teaching: Barriers At The Border, James J. Watters, Carmel Diezmann

Faculty of Education and Arts Publications

In many countries there is a shortage of quality teachers in areas of science, technology, engineering and mathematics (STEM). Additional to the low levels of recruitment is an extraordinary high attrition rate with some 50% of beginning teachers leaving the profession within five years. One solution implemented in several countries has been to encourage mid-career professionals in the area of STEM to become school teachers. These professionals are said to bring to teaching enthusiasm, knowledge and a passion for their subject which will impact engagement and learning by students. However, these career-changers have constructed professional identities and are accustomed to ...


Let's Count: Evaluations Of Pilot Early Mathematics Program In Low Socioeconomic Locations In Australia, Bob Perry, Ann Gervasoni, Sue Dockett Jan 2012

Let's Count: Evaluations Of Pilot Early Mathematics Program In Low Socioeconomic Locations In Australia, Bob Perry, Ann Gervasoni, Sue Dockett

Faculty of Education and Arts Publications

The Let’s Count pilot early mathematics program was implemented in five early childhood educational contexts across Australia during 2011. The program used specifically formulated materials and workshops to enlist the assistance of early childhood educators to work with parents and other family members of children in their settings to help develop these children’s awareness, confidence and skills in early mathematics. The pilot program was evaluated by the authors of this paper using a multi-methods approach. The evaluation was focused on the success of the Let’s Count program in bringing early childhood educators, parents and other family members ...


An Exploration Into Growing Patterns With Young Australian Indigenous Students, Jodie Miller, Elizabeth Warren Jan 2012

An Exploration Into Growing Patterns With Young Australian Indigenous Students, Jodie Miller, Elizabeth Warren

Faculty of Education and Arts Publications

This paper presents the results from an initial lesson in a series of design experiments focusing on young Indigenous students’ understandings of growing patterns. Indigenous students in Year 2 and 3 (n=16) participated in pre lesson activities and a 45 minute lesson on growing patterns. Tentative findings from this study suggest that; (a) Year 2 and 3 Indigenous students are capable of working with growing patterns; (b) contextual artefacts assisted with communication; and (c) gesture played an important two-fold role in the lessons and communication of the mathematics experienced.


Auditing The Numeracy Demands Of The Australian Curriculum, Merrilyn Goos, Shelley Dole, Vincent Geiger Jan 2012

Auditing The Numeracy Demands Of The Australian Curriculum, Merrilyn Goos, Shelley Dole, Vincent Geiger

Faculty of Education and Arts Publications

Numeracy is a general capability to be developed in all learning areas of the Australian Curriculum. We evaluated the numeracy demands of the F-10 curriculum, using a model of numeracy that incorporates mathematical knowledge, dispositions, tools, contexts, and a critical orientation to the use of mathematics. Findings of the history curriculum audit, presented in this paper, highlight the distinction between the numeracy demands and opportunities of the curriculum, and uncover mismatches between claims made about numeracy in the curriculum materials.


Exploration Into Cultural Aspects Of Mathematical Generalisation: Young Australian Indigenous Students, Jodie Miller, Elizabeth Warren Jan 2012

Exploration Into Cultural Aspects Of Mathematical Generalisation: Young Australian Indigenous Students, Jodie Miller, Elizabeth Warren

Faculty of Education and Arts Publications

No abstract provided.


Empirical Evidence For Niss' Implemented Anticipation In Mathematising Realistic Situations, Gloria Stillman, Jill P. Brown Jan 2012

Empirical Evidence For Niss' Implemented Anticipation In Mathematising Realistic Situations, Gloria Stillman, Jill P. Brown

Faculty of Education and Arts Publications

Mathematisation of realistic situations is an on-going focus of research. Classroom data from a Year 9 class participating in a program of structured modelling of real situations was analysed for evidence of Niss’s theoretical construct, implemented anticipation, during mathematisation. Evidence was found for two of three proposed aspects. In addition, unsuccessful attempts at mathematisations were related in this study to inability to use relevant mathematical knowledge in the modelling context rather than lack of mathematical knowledge, an application oriented view of mathematics or persistence.


The Progress Of Grade 1 Students Who Participated In An Extending Mathematical Understanding Intervention Program, Ann Gervasoni, Linda Parish, Teresa Hadden, Carole Livesey, Melissa Croswell, Kathie Turkenburg Jan 2012

The Progress Of Grade 1 Students Who Participated In An Extending Mathematical Understanding Intervention Program, Ann Gervasoni, Linda Parish, Teresa Hadden, Carole Livesey, Melissa Croswell, Kathie Turkenburg

Faculty of Education and Arts Publications

The Extending Mathematical Understanding (EMU) Program is a specialised mathematics program that aims to accelerate the learning of Grade 1 students who struggle with learning school mathematics. Forty-two students participated in an EMU Program in 2010 as part of the Bridging the Numeracy Gap (BTNG) project. Analysis of students’ mathematics knowledge at the beginning of the EMU Program highlighted how diverse was this group of students. The students’ mathematics knowledge was assessed again at the beginning of the following year in order to evaluate the effectiveness of the program for accelerating learning. Overall the students made very good progress and ...


Male Students' Perspectives Concerning The Relevance Of Mathematics: Pilot Study Findings, Michael Easey, Elizabeth A. Warren, Vincent Geiger Jan 2012

Male Students' Perspectives Concerning The Relevance Of Mathematics: Pilot Study Findings, Michael Easey, Elizabeth A. Warren, Vincent Geiger

Faculty of Education and Arts Publications

A pilot study was conducted with Year 10 males (N = 154) preparing to make their senior mathematics subject choice. Survey data revealed that students did not understand the different dimensions of relevance of mathematics. Additionally, a statistically significant difference in the level of agreement concerning relevance was identified between students choosing Mathematics A and those choosing both Mathematics B and C. Students choosing both Mathematics B and C perceived mathematics as relevant for facilitating their career pathway, while Mathematics A aspirants acknowledged the relevance of mathematics was less influential, reporting their choice was guided by their mathematical ability.


Supporting Teachers In Choosing And Using Challenging Mathematics Tasks, Peter Sullivan, Doug M. Clarke, Deborah Michels, Angela Mornane, Anne Roche Jan 2012

Supporting Teachers In Choosing And Using Challenging Mathematics Tasks, Peter Sullivan, Doug M. Clarke, Deborah Michels, Angela Mornane, Anne Roche

Faculty of Education and Arts Publications

The research reported here was motivated by curiosity about ways of suggesting tasks and activities to teachers that assist them in their planning and which allow them to see the purpose of the suggested tasks. A group of junior secondary teachers involved in a larger project worked through a set of tasks that sought to address the content they were about to teach, and then completed a survey about those tasks. A comparison group also completed the survey. There was consensus across the groups of teachers about the potential of the tasks, they felt they could implement them and that ...


Insights Into Ways That Teachers Plan Their Mathematics Teaching, Peter Sullivan, David Clarke, Doug M. Clarke, Peter Gould, David Leigh-Lancaster, Gerard Lewis Jan 2012

Insights Into Ways That Teachers Plan Their Mathematics Teaching, Peter Sullivan, David Clarke, Doug M. Clarke, Peter Gould, David Leigh-Lancaster, Gerard Lewis

Faculty of Education and Arts Publications

Insights into aspects of teachers’ planning reported here were gathered as part of a broader project examining aspects of the implementation of the Australian curriculum in mathematics. In particular, responses of teachers to a survey of various aspects of decisions that inform their planning are discussed. While there is diversity in processes teachers use for planning, a consistent theme was that teachers make active decisions at all stages in the planning process. There were slight differences in the ways that primary and secondary teachers plan. There are important implications from our findings for those who support teachers in the transition ...