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Science and Mathematics Education Commons

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Full-Text Articles in Science and Mathematics Education

The Effect Of Dynamic Software On Prospective Mathematics Teachers’ Perceptions Regarding Information And Communication Technology, Enver Tatar Dec 2013

The Effect Of Dynamic Software On Prospective Mathematics Teachers’ Perceptions Regarding Information And Communication Technology, Enver Tatar

Australian Journal of Teacher Education

The aim of this study was to determine the effect of dynamic software on prospective mathematics teachers’ perception levels regarding information and communication technology (ICT). The study was conducted with senior prospective teachers studying in a department of secondary mathematics education. The data of the study used both quantitative and qualitative research approaches have been obtained using two different tests, namely “Technology Perception Scale” and “Computer Assisted Mathematics Instruction Perception Scale”. Consequently, it has been observed in the study that learning how to use dynamic software positively affects prospective mathematics teachers’ perception levels in a statistically significant way regarding the ...


The Fitzroy Valley Numeracy Project: Assessment Of Early Changes In Teachers’ Self-Reported Pedagogic Content Knowledge And Classroom Practice, Lorraine Jacob, Andrew Mcconney Sep 2013

The Fitzroy Valley Numeracy Project: Assessment Of Early Changes In Teachers’ Self-Reported Pedagogic Content Knowledge And Classroom Practice, Lorraine Jacob, Andrew Mcconney

Australian Journal of Teacher Education

The Fitzroy Valley Numeracy Project (FVNP) was designed to improve numeracy outcomes for Indigenous students by developing a systematic, co-ordinated approach to teaching primary school mathematics. In this study, using early project data, we examine FVNP teachers’ self‑reported pedagogic content knowledge and classroom practice from initial and follow up questionnaires, as well as interviews from case study teachers. After the first FVNP year, teachers reported being better able to plan focused mathematics lessons and to monitor student learning. On the other hand, teachers also felt less able to make mathematics explicit to students and their confidence in providing engaging ...


Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish May 2013

Conceptualising Changes To Pre-Service Teachers’ Knowledge Of How To Best Facilitate Learning In Mathematics: A Tpack Inspired Initiative, Frank G. Bate, Lorraine Day, Jean Macnish

Australian Journal of Teacher Education

In 2010, the Australian Commonwealth government initiated an $8m project called Teaching Teachers for the Future. The aim of the project was to engage teacher educators in a professional learning network which focused on optimising exemplary use of information and communications technologies in teacher education. By taking part in this network, participants were afforded opportunities to transform their practice through a range of localised initiatives that applied information and communications technologies to the art and science of teaching and learning. One of these initiatives involved re-engineering a university mathematics unit targeted at pre-service teachers. Information and communications technologies were purposefully ...


Middle Level Mathematics Teachers’ Self-Efficacy Growth Through Professional Development: Differences Based On Mathematical Background, Tara Stevens, Zenaida Aguirre-Munoz, Gary Harris, Raegan Higgins, Xun Liu Apr 2013

Middle Level Mathematics Teachers’ Self-Efficacy Growth Through Professional Development: Differences Based On Mathematical Background, Tara Stevens, Zenaida Aguirre-Munoz, Gary Harris, Raegan Higgins, Xun Liu

Australian Journal of Teacher Education

Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers’ self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such ...


Teachers’ Perceptions On The Changes In The Curriculum And Exit Examinations For Biology And Human Biology, Mirko Krüger, Mihye Won, David F. Treagust Mar 2013

Teachers’ Perceptions On The Changes In The Curriculum And Exit Examinations For Biology And Human Biology, Mirko Krüger, Mihye Won, David F. Treagust

Australian Journal of Teacher Education

In the age of educational accountability, national and state-wide measures are assumed to secure and improve the educational quality. However, educators often wonder how much a new accountability measure may improve the actual teaching and learning practices when the agents of change (teachers) are not active participants of such educational reform. Nevertheless, in Australia, the National Curriculum is rolling in for the first time for K-10 school education in 2012-13. In Western Australia, the new Western Australian Certificate of Education (WACE) system with new compulsory exit examination requirements has been implemented recently for Years 11-12. In this study, using the ...


Supporting Pre-Service Primary Teachers To Improve Their Mathematics Content Knowledge, Brenda Hamlett Feb 2013

Supporting Pre-Service Primary Teachers To Improve Their Mathematics Content Knowledge, Brenda Hamlett

eCULTURE

"When someone is told that their performance is not up to a required standard, there can be a tendency to react negatively and to lose confidence. Some deal with this by ignoring or withdrawing from the stressful situation while others face the issue and work to improve. The delivery of the first year unit Becoming Multiliterate as part of the BEd (Primary) and BEd (Early Childhood Studies) courses at Edith Cowan University entailed students completing diagnostic tasks in mathematics, writing and science at the start of the semester to identify their weaknesses. Students were then provided with targeted support to ...


Pre-Service Mathematic Teachers’ Knowledge Of Students About The Algebraic Concepts, Dilek Tanisli, Nilüfer Yavuzsoy Kose Feb 2013

Pre-Service Mathematic Teachers’ Knowledge Of Students About The Algebraic Concepts, Dilek Tanisli, Nilüfer Yavuzsoy Kose

Australian Journal of Teacher Education

This study aims at evaluating pre-service primary school mathematics teachers’ ability to discuss and question thinking processes of students about the concepts of variable, equality and equation, analyzing their ability to predict student difficulties and misconceptions, and in this respect presenting their subject matter knowledge and possible misconceptions on the related topic. The study was conducted with 130 the pre-service teachers in their fourth year studying elementary school mathematics teaching. The data were collected through a questionnaire that consists of open-ended questions and clinical interviews. The data obtained were analyzed qualitatively. The study found that in general the pre-service teachers ...


Numeracy Support For Year Two Students, Gillian Dawn Hurle Jan 2013

Numeracy Support For Year Two Students, Gillian Dawn Hurle

Theses: Doctorates and Masters

Research of teaching theories and intervention programs internationally and in Australia suggests that the implementation of numeracy support programs can improve student achievement levels (Fuchs, 2005; Ketterlin-Geller, Chard & Fien, 2008; Van Kraayenoord & Elkins, 2004). An intervention program was conducted for a small group of Year Two students with the aim of improving their numeracy skills over a 20 week period. Results of two mathematics assessments, together with information provided by teachers based on classroom observations and informal assessments were combined to select a group of twelve students who were considered to be at risk of developing mathematical difficulties. The program comprised of ...


Improving Classroom Discourse In Inquiry-Based Primary Science Education, Prudence Smith Jan 2013

Improving Classroom Discourse In Inquiry-Based Primary Science Education, Prudence Smith

Theses: Doctorates and Masters

Teachers‟ capacity to use classroom discourse to deepen student learning through sustained conversation is considered crucial to increasing students‟ intellectual development. Learners actively construct knowledge and develop understandings from their shared experiences and via interaction with others (Driver, Asoko, Leach, Mortimer & Scott, 1994). However, talk that fosters students‟ capacity to reason is lacking in many classrooms (Alexander, 2006) and, what is more, teachers tend to control the discourse by asking a predominance of closed questions and using a question-answer recitation script which limits the exploration of students‟ ideas (Nystrand, Gamoran, Kachy, & Prendergast, 1997). The purpose of this study was to investigate how teachers‟ beliefs and knowledge about managing classroom discourse and their teaching practice was influenced by their participation in an action-research based professional learning intervention. The guiding framework for the teachers‟ professional learning drew on Mortimer and Scott‟s communicative approaches, which were matched to the phases of scientific inquiry. This study was a part of a larger research project entitled: Enhancing Classroom Discourse in Primary Science Education which utilised mixed methods and interpretive approaches, combining pre- and post-intervention observations and data collections involving a cohort of 12 teachers as well as a set of embedded case studies involving more extensive collection of data with five of the participants. These case studies provided the focus for this study. Analysis of classroom video as well as teacher questionnaire and interview data gathered before, during and after the professional learning intervention provided insights into the impact of the intervention on teachers‟ understandings about: quality talk; the classroom culture needed to support whole-class talk; and, the skills of using puppets to engage students in discourse. A more detailed analysis and coding of the transcripts of whole-class discussions revealed changes to the way the teachers used questioning, discourse moves and communicative approaches to orchestrate sustained

conversations and the resultant impact this had on level of students ...