Changing primary science education by identifying, representing, and analysing variation in data-based observations from integrated STEM activities

Making observations to describe natural phenomena is an emphasis of primary science education. In the early years of schooling, those observations are often qualitative and seldom used to make decisions. There is, however, the potential to add value to the established curriculum by providing young students the opportunity to record data-based observations as part of a science inquiry. Such an approach set within integrated STEM contexts supports students to gather empirical evidence from observation and experimentation. This presentation will provide examples from a research project entitled, Modelling with Data: Advancing STEM in the Primary Curriculum, that illustrate the potential for learning about science topics explored through data-based inquiries to foster outcomes in the relevant STEM disciplines across the primary years of schooling. Science topics include the manufacture of machine-made versus hand-made products, the transfer of heat, the application of force, the dispersal of seeds, the viscosity of liquids, and the growth of plants (Fitzallen & Watson, 2020). Common to all activities was the implementation of the Practice of Statistics (Watson et al., 2018) as the mathematics component of STEM, which involved a statistical inquiry cycle of: Formulate question/s, Collect data, Analyse data, and Interpret results (Franklin et al., 2007). Embedded within the inquiry process was the gathering of variable data related to the questions posed, representation of data in ways that account for trends within the variability seen, and interpretation of the data that accounted for the variability seen. Also, central to many of the activities was student use of the exploratory data analysis software, TinkerPlotsTM (Watson & Fitzallen, 2016), which served to scaffold student learning outcomes. REFERENCES Fitzallen, N., & Watson, J. (2020). Using the practice of statistics to design students’ experiences in STEM education. In B. Shelley, K. te Riele, N. Brown, & T. Crellin (Eds.), Harnessing the transformative power of education (pp. 74–99). Koninklijke Brill. Franklin, C., Kader, G., Mewborn, D., Moreno, J., Peck, R., Perry, M., & Scheaffer, R. (2007). Guidelines for assessment and instruction in statistics education (GAISE) report: A pre-K–12 curriculum framework. American Statistical Association. https://www.amstat.org/docs/default-source/amstat-documents/gaiseprek-12_full.pdf Watson, J., & Fitzallen, N. (2016). Statistical software and mathematics education: Affordances for learning. In L. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (3rd ed., pp. 563–594). Taylor and Francis. Watson, J., Fitzallen, N., Fielding-Wells, J., & Madden, S. (2018). The practice of statistics. In D. Ben-Zvi, K. Makar, & J. Garfield (Eds.), International handbook of research in statistics education (pp. 105–137). Springer

Beginning Teachers’ Perception of Their Induction into the Teaching Profession

Abstract: Beginning teachers’ induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers’ experiences and the perceptions of their induction into the teaching profession and the support they received. A key finding was that many beginning teachers entered the profession through casual or contract positions. Although the beginning teachers reported receiving satisfactory support, the support received varied among schools. Beginning teachers’ perceptions of their induction are that the mentor and induction programs are limited. Lack of support, work dissatisfaction and an informal entrance into the profession influences beginning teacher’s career plans and thus teacher attrition

Using Assessment to Develop Social Responsibility as a Graduate Attribute in Teacher Education

Australian higher education institutions have struggled to develop clear strategies for developing and assessing graduate attributes within their specific disciplinary contexts. Using the example of the graduate attribute of social responsibility, this paper explores the outcomes of using assessment tasks to raise the awareness of development of graduate attributes, while at the same time contextualising their meaning and relevance within pre-service teachers’ immediate lived experiences within the study situation. The data collected were pre- and post-surveys as well as written reflections. The findings indicate that if embedded in an explicit way in assessment tasks that require reflection on the development of social responsibility within practicum experience, the pre-service teachers demonstrate an increased awareness of its relevance to their emerging teaching practice

MTED Editorial : Frameworks for evaluating the work of teachers and teacher educators

This edition of Mathematics Teacher Education and Development is the first edited by a new team: Associate Professor Tracey Muir, Dr Carol Murphy, Dr Noleine Fitzallen, and Dr Robyn Reaburn, all from the University of Tasmania. We would like to thank the previous editorial team for their hard work: Associate Professor Fiona Ell, Dr Jodie Hunter, and Associate Professor Robin Averill. Under their leadership, the journal has increased its reputation, and has continued to foster research from all over the world. We also thank them for their assistance in the transition period

MTED Editorial : Challenges and Opportunities

Welcome to the first issue of MTED for 2020. What a challenging year it has been. The COVID-19 pandemic has interrupted social, economic, and cultural life and impacted on people’s lives worldwide. Our thoughts are with all members of our extended mathematical community, who have experienced adverse effects as a result of the virus. COVID-19 restrictions have meant that many of us have had no or limited access to research sites and have been tasked with reimagining our teaching approaches to accommodate online learning. While these effects have been challenging, they also provide opportunities for us to reconsider our research and teaching approaches. The rapid shift to online learning in many educational contexts is an area that is ripe for research, and for mathematics teacher educators, research into one’s own practice could examine the impact of this learning on pre-service teachers. Opportunities are also available in the work we do with teachers. While facilitation of in-situ professional learning has been impacted, online delivery has opened access to professional learning seminars, conferences, and expertise that is available to teachers world-wide. We hope that you have had the opportunity to reimagine your role, and if not, that some of the articles in this issue may ignite some ideas to both revitalise your research and your teaching

A meta-synthesis of qualitative studies of the link between anxiety, depression and perfectionism: Implications for treatment

Background: Meta-analyses show an association between perfectionism and depression and anxiety (negative affect), and that therapy for perfectionism impacts positively on negative affect. No systematic reviews have focused on qualitative studies of perfectionism. Aims: Our aim was to perform a systematic, meta-synthesis of qualitative literature to (i) help inform our understanding of how perfectionism is associated with negative affect, so that we can (ii) inform future development of treatment for perfectionism in young people and to make it more effective. Method: Included in the meta-synthesis were 37 qualitative studies. Results: Six themes related to perfectionism were found: (1) the association with negative affect, (2) self-worth dependent on achievement, (3) cognitive and behavioural maintaining factors, (4) the expectations of others, (5) effective elements of interventions, and (6) barriers to treatment. Conclusions: The qualitative literature supports the notion of perfectionism as an important construct to consider in reducing negative affect. While cognitive behavioural therapy for perfectionism holds promise as a treatment to target negative affect, there was a paucity of qualitative research, particularly related to young people. A greater understanding of the views of young people are required to help tailor more effective interventions for perfectionism that can impact negative affect in this group

The impact of experiences, dispositions, and beliefs on practice

It has long been recognised that how mathematics educators view the nature of mathematics affects the way they teach it. For example, those who believe that mathematics consists of only rules and procedures, are more likely to teach just rules and procedures. Those who believe that mathematics is a static body of knowledge out there to be discovered, are more likely to teach with the aim of developing students' understanding. Those who believe that mathematics is a dynamic, ever expanding area of human creation, are more likely to encourage their students to be problem-posers and problem-solvers (Ernest, 1989). In reality, it is expected that mathematics teachers will teach using a variety of these approaches, depending on the topic, context, and their own experiences. It is important, therefore, that mathematics educators examine their beliefs and what affect these might have on their teaching. The papers in this issue examine this intertwining of beliefs about mathematics and teaching, along with experiences, and the impact they have on teaching practice

MTED Editorial : Celebrating ways forward and recognising dilemmas

Abstract not availabl