Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 9 of 9
Full-Text Articles in Education
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Kevin Watson
Numeracy achievement of Australian school children is a national priority according to the Australian Curriculum. There is increasingly compelling evidence that numeracy needs to be a focus in all curriculum areas, not solely in mathematics (Human Capital Working Group, 2008). At the same time, there is an ever-increasing scope for the use of mobile technologies to enhance learning and teaching. This article examines how numeracy and mobile learning work together as teachers in the Middle Years are mentored to use iPad applications (apps) effectively within their own curriculum area to enhance the learning of numeracy for children in their classes.
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Boris Handal
Numeracy achievement of Australian school children is a national priority according to the Australian Curriculum. There is increasingly compelling evidence that numeracy needs to be a focus in all curriculum areas, not solely in mathematics (Human Capital Working Group, 2008). At the same time, there is an ever-increasing scope for the use of mobile technologies to enhance learning and teaching. This article examines how numeracy and mobile learning work together as teachers in the Middle Years are mentored to use iPad applications (apps) effectively within their own curriculum area to enhance the learning of numeracy for children in their classes.
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Katrina Eddles-Hirsch
Numeracy achievement of Australian school children is a national priority according to the Australian Curriculum. There is increasingly compelling evidence that numeracy needs to be a focus in all curriculum areas, not solely in mathematics (Human Capital Working Group, 2008). At the same time, there is an ever-increasing scope for the use of mobile technologies to enhance learning and teaching. This article examines how numeracy and mobile learning work together as teachers in the Middle Years are mentored to use iPad applications (apps) effectively within their own curriculum area to enhance the learning of numeracy for children in their classes.
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Marguerite Maher
Numeracy achievement of Australian school children is a national priority according to the Australian Curriculum. There is increasingly compelling evidence that numeracy needs to be a focus in all curriculum areas, not solely in mathematics (Human Capital Working Group, 2008). At the same time, there is an ever-increasing scope for the use of mobile technologies to enhance learning and teaching. This article examines how numeracy and mobile learning work together as teachers in the Middle Years are mentored to use iPad applications (apps) effectively within their own curriculum area to enhance the learning of numeracy for children in their classes.
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Numeracy Education Through Mobile Apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, Katrina Eddles-Hirsch
Jean MacNish
Numeracy achievement of Australian school children is a national priority according to the Australian Curriculum. There is increasingly compelling evidence that numeracy needs to be a focus in all curriculum areas, not solely in mathematics (Human Capital Working Group, 2008). At the same time, there is an ever-increasing scope for the use of mobile technologies to enhance learning and teaching. This article examines how numeracy and mobile learning work together as teachers in the Middle Years are mentored to use iPad applications (apps) effectively within their own curriculum area to enhance the learning of numeracy for children in their classes.
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
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
Jean MacNish
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 …
Tasks And Resources For Developing Children's Multiplicative Thinking, Derek Hurrell, Chris Hurst
Tasks And Resources For Developing Children's Multiplicative Thinking, Derek Hurrell, Chris Hurst
Derek Hurrell
The development of multiplicative thinking determines largely the extent of the mathematics that a person learns beyond middle primary school. Our current research project has so far revealed that many primary children have a procedural view of aspects of multiplicative thinking that we believe inhibits their progress. This workshop focuses on some of the teaching resources and tasks that have been developed from our research. The purpose of these tasks is to promote the development of conceptual understanding of 'the multiplicative situation' and the many connections within it and with other big ideas such as proportional reasoning and algebraic thinking.
Investigating Children's Multiplicative Thinking, Chris Hurst, Derek Hurrell
Investigating Children's Multiplicative Thinking, Chris Hurst, Derek Hurrell
Derek Hurrell
Multiplicative thinking is a ‘big idea’ of mathematics that underpins much of the mathematics learned beyond the early primary school years. The conference presentation reports on a recent study that utilised an interview tool to gather data about children’s multiplicative thinking. Using a workshop format, we present some of the interview tool and some of the findings, as well as demonstrate how the tool can be used for planning, teaching and assessment. The session also emphasises the importance of developing deep conceptual understanding as opposed to the teaching of procedures. This paper considers how evidence from the interview can be …
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
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
Lorraine Day
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 …