Education Commons^™

Getting On Board With The Stem Revolution: Two Christian Schools’ Experiences, Peter W. Kilgour, Phil Fitzsimmons, Vanessa Baywood, Jennifer Merriman

Peter Kilgour

No abstract provided.

Mathematics Uncovered Through Action Science, William H. Robertson

William H. Robertson

A Framework For Categorising Mobile Applications In Mathematics Education, Boris Handal, Joe El-Khoury, Chris Campbell, Michael Cavanagh

Boris Handal

New learning technologies have brought fresh challenges to teachers in selecting appropriate educational resources, particularly in regards to mobile devices. There are an impressive number of educational mobile learning applications, more commonly known as apps, that teachers need to understand before integrating them into the classroom. To make this process more effective, educational apps can be categorised according to their specific role in the teaching and learning of mathematics along with their media richness. A framework of nine distinct categories of apps emerged, grouped into three main clusters, namely, investigative, productivity and instructive tools. The framework was validated with examples …

Preparing Secondary Mathematics Teachers: A Review Of Research, Gregory Hine

Gregory S.C. Hine

The international literature base concerning the preparation of pre-service secondary mathematics teachers has grown steadily over the past two decades, yet there appears to be no consensus on a best practice approach. A review of three research projects (2 American; 1 Australian) that focus on different aspects of secondary mathematics teacher preparation provides consideration for universitieswishing to strengthen existing programs.

An Explanation For The Use Of Arrays To Promote The Understanding Of Mental Strategies For Multiplication, Lorraine Day, Derek Hurrell

Derek Hurrell

This article provides a convincing argument for using arrays to promote students’ understandings of mental computation strategies for multiplication. Also a range of different examples that illustrate the benefits of arrays in the primary classroom are provided.

From Arrays To Algebra, Lorraine Day

Lorraine Day

By identifying the learning experiences that need to be developed in the primary school, and how secondary teachers can build on these experiences, ensures solid algebraic understanding and a smooth transition between primary and secondary mathematics. Using concrete materials, within a concrete-representational-abstract pedagogical approach, may be seen as one among many methods that contribute to the overall process of developing algebraic skills. Linking an area-based model to previous understandings involving numbers should assist the conceptual understanding of algebraic expansion and factorisation to ensure that students are not just fluent in algebraic manipulation but also understand how the processes work.

Australian Curriculum Linked Lessons: Reasoning In Number And Algebra, Lorraine Day

Lorraine Day

In the Australian Curriculum: Mathematics "Number and Algebra are developed together as each enriches the study of the other". The content strands indicate what students should be learning and the proficiency strands indicate the types of learning experiences students should be exposed to in order to learn the content. Most of the content descriptors in Years F-6 algebra refer to a progression of patterning and finding unknowns in number sentences. We could see from this that there are two major themes running through the curriculum; that of patterns and relationships, and that of equations and expressions. These two aspects of …

An Explanation For The Use Of Arrays To Promote The Understanding Of Mental Strategies For Multiplication, Lorraine Day, Derek Hurrell

Lorraine Day

This article provides a convincing argument for using arrays to promote students’ understandings of mental computation strategies for multiplication. Also a range of different examples that illustrate the benefits of arrays in the primary classroom are provided.