188 research outputs found

    Editorial

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    Researcher-teacher relationships in mathematics education

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    University-based mathematics educators typically rely on gaining access to teachers and students in schools or teacher education settings to conduct their research. In these circumstances it is more common for teachers to be co-opted into the research agenda than for genuine researcher-teacher collaboration to be realised. This paper proposes a framework for examining research spaces created by such relationships, illustrates its use by comparing three of my own research projects, and discusses implications for researchers working with teachers on mathematics education projects

    STEM FUTURES: WHICH WAY IS “UP”?

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    Sociocultural perspectives on research with mathematics teachers: a Zone Theory Approach

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    Sociocultural theories view teacher learning as changing participation in social practices that develop their professional identities rather than as acquisition of new knowledge or beliefs that are internal to the individual. Although sociocultural research on mathematics teacher education has tended to focus on understanding teachers’ learning, this paper argues that sociocultural perspectives can also guide more interventionist research involving changing classroom practice. The approach illustrated here uses an adaptation of Valsiner’s zone theory to analyse teacher learning and development in two separate research studies. In one study the aim was to understand how teachers incorporated digital technologies into their practice, while the other study helped teachers implement an investigative approach to working mathematically consistent with a new curriculum. In both studies, productive tensions between teachers’ beliefs, contexts, and goals were a trigger for learning and development

    Auditing the Numeracy Demands of the Middle Years Curriculum

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    The National Numeracy Review Report recognized that numeracy development requires an across the curriculum commitment. To explore the nature of this commitment we conducted a numeracy audit of the South Australian Middle Years curriculum, using a numeracy model that incorporates mathematical knowledge, dispositions, tools, contexts, and a critical orientation. All learning areas in the published curriculum were found to have distinctive numeracy demands. The audit should encourage teachers to promote numeracy in even richer ways in the curriculum they enact with students

    Creating opportunities to learn in mathematics education: a sociocultural perspective

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    The notion of 'opportunities to learn in mathematics education' is open to interpretation from multiple theoretical perspectives, where the focus may be on cognitive, social or affective dimensions of learning, curriculum and assessment design, issues of equity and access, or the broad policy and political contexts of learning and teaching. In this paper, I conceptualise opportunities to learn from a sociocultural perspective. Beginning with my own research on the learning of students and teachers of mathematics, I sketch out two theoretical frameworks for understanding this learning. One framework extends Valsiner's zone theory of child development, and the other draws on Wenger's ideas about communities of practice. My aim is then to suggest how these two frameworks might help us understand the learning of others who have an interest in mathematics education, such as mathematics teacher educator-researchers and mathematicians. In doing so, I attempt to move towards a synthesis of ideas to inform mathematics education research and development

    Conceptualising and enacting numeracy across the curriculum

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    Numeracy refers to the use of mathematics in non-mathematical contexts. In this paper two approaches to conceptualising numeracy across the whole school curriculum are identified: one based on interdisciplinary inquiry and the other on embedding numeracy into each school subject. The latter approach informed a systematic audit of resources available to Australian teachers for understanding and enacting numeracy across the curriculum. It was found that few resources addressed the need for teachers to recognise and take advantage of the numeracy learning demands and opportunities within the subjects they teach

    Changing classroom practice through a rich model of numeracy across the curriculum

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    This paper reports on a research and development project that helped teachers to plan and implement numeracy strategies across the school curriculum. It presents a rich model of numeracy whose elements comprise mathematical knowledge, dispositions, tools, contexts, and a critical orientation to the use of mathematics. This model is then applied to analyse changes in one teacher’s planning, classroom practice, and personal conceptions of numeracy

    Devising principles of design for numeracy tasks

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    Numeracy is a fundamental component of the Australian National Curriculum as a General Capability identified in each F-10 subject. In this paper, we consider the principles of design necessary for the development of numeracy tasks specific to subjects other than mathematics – in this case, the subject of English. We explore the nature of potential design principles by synthesising generic principles of task design from relevant literature, mapping these principles against an episode of classroom practice sourced from a project concerned with enhancing teaching in numeracy, and interrogating this mapping for elements of design that are complementary to aspects identified in the generic principles

    Mathematics and interdisciplinary STEM education: recent developments and future directions

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    This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students' interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students' learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student "success" in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.info:eu-repo/semantics/publishedVersio
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