Enhancing the teaching and learning of computational estimation in year 6

There have been repeated calls for computational estimation to have a more prominent position in mathematics teaching and learning but there is still little evidence that quality time is being spent on this topic. Estimating numerical quantities is a useful skill for people to be able to use in their everyday lives in order to meet their personal needs. It is also accepted that number sense is an important component of mathematics learning (McIntosh, Reys, Reys, Bana, & Farrell, 1997; Paterson, 2004) and that computational estimation is an important part of number sense (Edwards, 1984; Markovits & Sowder, 1988; Schoen, 1994). This research hoped to contribute towards establishing computational estimation as a more accepted and worthwhile part of the mathematics curriculum. The study focused on a professional learning intervention, which used an action research approach, and was designed to develop teachers’ pedagogical content knowledge of computational estimation. The study utilised a multiple case study model set within a social constructivist and sociocultural paradigm to investigate the teachers’ involvement in this intervention. Case studies selected were completed focussing on three of the teachers and their classes

An exploratory case study using an expert learning process designed to promote number sense in a year 6 classroom

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Using semiotic resources when building images of the part-whole model of fractions

This paper reports an exploration in to the use of a combination of semiotic resources when teaching the part- whole model of fractions. The study involved a single case study of one class teacher and six students in an Australian primary classroom. Using video as the predominate research tool it was possible to describe how gesture and language were combined with two and three dimensional representations of folding paper, fraction walls and number lines to build images that appeared to enhance student understanding of the part- whole of fractions. I conjecture that the variety semiotic resources including gesture should have prominence in teacher’s planning documents

What Offline and Online Technologies do Higher Education Students Use to Complete Assessment Tasks?

A Personal Learning Environment (PLE) is a system, usually self-constructed, that enables learners to manage their own learning and may include tools, services, online resources and communities. The aim of the project: to determine which technologies students use when they prepare, complete and submit assessment tasks such as assignments and examinations. The participants (n=39): 24 students from Edith Cowan University in WA and 15 students from Avondale in NSW. All students were undergraduate, on-campus students from Education and Arts courses, mainly female, most were aged between 20-24 years. Previous research has defined PLEs (Dabbagh & Kitsantas, (2012), especially in social constructivist contexts using learner-centred pedagogies (van Harmelen, 2008; Wild, Mdritscher, & Sigurdarson, 2008). Gosper et al. (2013; 2014) have outlined the use of technologies for learning in higher education in general. The methodology of the project used a mixed methods approach using a modification of Clark et al.’s (2009) methods: 1) online questionnaire; 2) focus group; and 3) mapping exercise. Students used a moderate range of formal (provided by the institution) and informal (student-selected) technologies that were used in social and individual contexts, but most technology use was informal. The range of locations in which technologies were used was wide, and reflected a high value placed on mobility and Wi-Fi connectivity

What Offline and Online Technologies do Higher Education Students Use to Complete Assessment Tasks?

A Personal Learning Environment (PLE) is a system, usually self-constructed, that enables learners to manage their own learning and may include tools, services, online resources and communities. The aim of the project: to determine which technologies students use when they prepare, complete and submit assessment tasks such as assignments and examinations. The participants (n=39): 24 students from Edith Cowan University in WA and 15 students from Avondale in NSW. All students were undergraduate, on-campus students from Education and Arts courses, mainly female, most were aged between 20-24 years. Previous research has defined PLEs (Dabbagh & Kitsantas, (2012), especially in social constructivist contexts using learner-centred pedagogies (van Harmelen, 2008; Wild, Mdritscher, & Sigurdarson, 2008). Gosper et al. (2013; 2014) have outlined the use of technologies for learning in higher education in general. The methodology of the project used a mixed methods approach using a modification of Clark et al.’s (2009) methods: 1) online questionnaire; 2) focus group; and 3) mapping exercise. Students used a moderate range of formal (provided by the institution) and informal (student-selected) technologies that were used in social and individual contexts, but most technology use was informal. The range of locations in which technologies were used was wide, and reflected a high value placed on mobility and Wi-Fi connectivity

Tuning into Podcasts: Collaborative Research into the Value Adding Nature of Podcasts in Teacher Education

Digital pedagogy has become an increasingly viable, popular and effective component of higher education teaching and learning at Edith Cowan University and elsewhere. Components of digital pedagogy are diverse with new examples, such as podcasts, regularly being created, released for use and adopted in educational, recreational and business contexts. Consequently, university students use much of this technology both in their employment and recreational lives. This study explored processes of using and developing the students’ existing technological skills within their university studies. This paper documents the processes and findings of a collaborative research project that was implemented across six units of study during two semesters in an undergraduate teacher education course. During this period, podcasts were produced and broadcast to purposely increase student reflection and involvement in their own learning processes. These podcasts included question and answer sessions, teacher-student and student-student conversations, lecture presentations, summaries and reviews. Students were provided with opportunities to contribute to and nominate the content of these podcasts. Data was gathered and analysed from both the students’ and the teachers’ perspective about the perceived effectiveness of podcasts. Findings from this data were considered especially in terms of the value-adding nature of podcasts in undergraduate courses to better engage students. Finally, the research study’s results will be compared with findings from other recent studies using podcasts for educational purposes

Higher Education Student\u27s Use of Technologies for Assessment Within Personal Learning Environments (PLEs)

Higher education students\u27 use of technologies has been documented over the years but their specific use of technologies for assessment-related tasks has yet to be fully investigated. Researchers at two higher education institutions recently conducted a study which sought to discover the technologies most commonly used by students within their Personal Learning Environments (PLEs). A specific aim of the study was to determine which of these technologies the students used when they complete and submit assessment tasks such as assignments and examinations. Results from questionnaires, focus groups and mapping exercises are reported and the implications of the findings for developing institutional infrastructure to engage students and support their learning are highlighted

Higher Education Student\u27s Use of Technologies for Assessment Within Personal Learning Environments (PLEs)

Higher education students\u27 use of technologies has been documented over the years but their specific use of technologies for assessment-related tasks has yet to be fully investigated. Researchers at two higher education institutions recently conducted a study which sought to discover the technologies most commonly used by students within their Personal Learning Environments (PLEs). A specific aim of the study was to determine which of these technologies the students used when they complete and submit assessment tasks such as assignments and examinations. Results from questionnaires, focus groups and mapping exercises are reported and the implications of the findings for developing institutional infrastructure to engage students and support their learning are highlighted