Article thumbnail
Location of Repository

Teachers' attempts to integrate research-based principles into the teaching of numeracy with post-16 learners

By Jon Swain and Malcolm Swan

Abstract

This paper describes some outcomes of a nine-month design-based research study into the professional development of 24 numeracy teachers with post-16 learners. The teachers were encouraged to integrate eight research-based teaching principles into their classroom practices as they implemented a set of discussion-based mathematics learning resources. A mixed methods approach was used to evaluate the outcomes, including interviews and classroom observation. The paper examines: teachers’ perceptions of the project; the reasons why they found some pedagogical principles more difficult to incorporate than others and the factors that enabled and impeded their use of the learning resources. In particular it is noted that the principles that teachers considered to be most important were not the ones that they were observed using most effectively. The paper concludes by considering the implications of the research for initial and continuing teacher education

Year: 2009
OAI identifier: oai:eprints.ioe.ac.uk.oai2:3863

Suggested articles

Citations

  1. (2003). Adult Numeracy: Review of research and related literature. London: National Research and Development Centre for adult literacy and numeracy.
  2. (1987). Better Mathematics: A Curriculum Development Study.
  3. (2005). Changes to adult learners’ identities through learning numeracy,
  4. (2006). Collaborative Learning in Mathematics: A Challenge to our Beliefs and Practices. London: National Institute for Adult and Continuing Education (NIACE); National Research and Development Centre for adult literacy and numeracy (NRDC).
  5. (1986). Constraints on teacher change,
  6. (1992). Design Experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings.
  7. (2002). Design research for sustained innovation. Cognitive studies,
  8. (2007). Education, Policy and Social
  9. (1997). Effective Teachers of Numeracy, Final Report.
  10. (2002). Formative Assessment in Lifelong learning.
  11. (2000). Gendering Change?' Management, masculinity and the dynamics of incorporation,
  12. (2005). How Teachers Learn and Develop,
  13. (2005). Improving Learning in Mathematics. Standards Unit, Teaching and Learning Division.
  14. (1998). Inside the black box : raising standards through classroom assessment. London: King's College London School of Education.
  15. (1987). Knowledge and Teaching: Foundations of the new reform.
  16. (2005). Mathematical stories: why do more boys than girls choose to study mathematics at AS level in England? doi
  17. (1988). NCTM Curriculum and Evaluation Standards for School Mathematics: Responses from the Research Community. doi
  18. (2003). New Labour, new professionalism, in: J. Satterthwaite et al., (Eds) Discourse, power and resistance. Stoke on Trent,
  19. (2005). On the making and taking of professionalism in the further education workplace,
  20. (2003). Situating Teachers'
  21. (1998). State Policy and Classroom Performance: mathematics reform in
  22. (2005). Studying Changes in the Practice of Two Teachers Developing Assessment for Learning, Teacher Development,
  23. (2004). Teaching in Further Education: new perspectives for a changing context. London: Institute of Education.
  24. (1991). The New Meaning of Educational Change.
  25. (1999). The Role of Pre-service Education,
  26. (2003). Theme issue: The role of design in educational research.
  27. (2007). Thinking through Mathematics: Strategies for Teaching and Learning, National Research and Development Centre for adult literacy and numeracy, Department for Education and Skills, London. (http://www.ncetm.org.uk/) Ofsted.
  28. (2007). Thinking Through Mathematics.
  29. (1992). Towards a design science in education,
  30. (2000). Words and Minds.

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.