Building and assessing subject knowledge in mathematics for pre-service students

In planning and teaching curriculum courses for pre-service primary teachers, both within a one-year Post Graduate Certificate of Education (PGCE) programme, and in a four-year undergraduate degree leading to Qualified Teacher Status (QTS), we have always been aware that mathematics presents particular problems because of the experiences and attitudes students bring to the subject. We have always tried to balance students’ learning about how children learn mathematics in school, with reflection on their own experiences as learners, and with understanding of the mathematical content of the curriculum. In the past, mathematical content has generally been approached indirectly through discussion of activities and materials appropriate for the primary classroom. However the recent introduction in the U.K. of a National Curriculum for Primary Mathematics in Initial Teacher Training (ITT) which places considerable emphasis on students’ subject knowledge, has meant that we have had to rethink the balance within courses, and to place much more overt emphasis on developing students’ mathematical knowledge. In this paper we describe the way in which we have approached building and assessing mathematical knowledge during the pilot phase of the ITT National Curriculum, examine some of the students’ responses to our approach, and discuss the issues this has raised

Able and gifted: judging by appearances?

In this article I reflect upon an aspect of my research involving Year 6 pupils identified by their teachers as ‘able’ or ‘gifted’ in mathematics, using ‘able’ to refer to high achievers and ‘gifted’ to exceptionally high achievers. I discuss the differences I observed between the able and gifted when solving mathematical tasks, and consider what these differences may mean for professionals involved in identifying gifted pupils. I speculate that teachers’ judgements are highly influenced by those aspects of achievement that are readily visible, such as answering questions quickly, and discuss the potential problems associated with judging by appearances

Alien Registration- Levey, Mary (Portland, Cumberland County)

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Using Two iPad® Apps that Provide Graphic Organizers and Explicit Curricular Vocabulary Instruction for Students with Autism Spectrum Disorder: A Single Subject Multiple Probe Study

This study represents a quantitative approach to research, which was focused on information retrieval in children with autism spectrum disorder (ASD), who attended inquiry-based classes in British international primary schools in Hong Kong. A single-subject multiple probe across behaviors, with concurrent replication across five participants, was the research design, which was used to study the effects of both the Popplet app and Futaba Classroom Games for Kids app on the ability of 7-11 year old children with ASD to learn vocabulary words for an International Baccalaureate Primary Years Programme (PYP) Unit of Inquiry. The study also examined the effects of the use of these two apps on the ability of each participant to use those vocabulary words during speaking activities in the inclusive classroom and on the end-of-unit reflection sheet. In order to collect data, the researcher used: (a) probe sessions, (b) systematic observations during lessons, and (c) analysis of written or verbal responses for the end-of-unit reflection sheet. Graphic analysis was conducted through visual inspection of graphs as well as by calculation of: (a) data trends, (b) absolute level change, (c) relative level change, (d) level stability, and (e) the percentage of non-overlapping data (PND). The results indicated a functional relationship between the intervention and the ability of each participant to learn and use targeted vocabulary words

Career Aspirations in Conservative Culture

Observed gender differences in career attainment lead many observers to conclude that women and men differ in terms of career and family aspirations. Yet recent national data suggest that career and family-based attitudinal differences between men and women are shrinking, particularly among younger generations. This study asks whether men and women nearing college graduation hold different career goals, and whether these differences change over time as graduates form families and enter careers. We focus our analysis on Utah, a culturally conservative state that ranks last in terms of women’s professional advancement. By analyzing and tracking gender differences in career goals, we hope to better understand the factors that shape women’s career trajectories and contribute to gender differences in career attainment over time. Our analysis will be based on a multi-method longitudinal survey of graduating Honors students at a large R1 university. Wave 1 included a sample of graduating Seniorss who are members of the Honors Program, as well as Alumni from the Honors program. Participants completed a survey about their career aspirations and expectations. Surveys were followed by in depth interviews to further explore what experiences shaped the development of their aspirations. Wave 2 will include a similar survey that also accesses change. Wave 2 will also be supplemented by in-depth interviews with a sample of survey respondents comprised of recent graduates and alum

The development of peer coaching skills in primary school children in years 5 and 6

Can peer coaching skills be developed through ‘non academic’ tasks? The enquiry also aims to answer the following question: Can children give and receive feedback? The research methods reported are ethnographic combined with pre- and post- responses to the drawing task. The categorisation of the children’s drawings and their use of feedback were analysed and for the majority of children the quality of the feedback did not affect their choice of accepting the feedback or ignoring the suggestions made, which appeared counter to our initial hypothesis