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Teachers' knowledge of their students as learners and how to intervene


Watson, JM and Beswick, K and Brown, NR, Teachers' knowledge of their students as learners and how to intervene, Identities Cultures and Learning Spaces - Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia, 1-5 July 2006, Canberra, ACT, pp. 551-558. ISBN 1-920846-12-3 (2006) [Refereed Conference Paper]


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Copyright 2006 the Mathematics Education Research Group of Australasia Incorporated

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As part of a teacher profiling instrument, 42 middle school teachers were presented with a mathematics problem dealing with fractions and wholes and asked to suggest solutions that would be given by their students. Further they were asked how they would address inappropriate responses in the classroom. The students in their classes were presented with the same question as part of a larger survey of mathematical concepts important in the middle years. This study compares the expectations of teachers and their suggested remedial actions with their years of teaching, their previous mathematics study, and the performance of students. Results suggest explicit questioning of teachers is an effective way to explore teacher knowledge for teaching mathematics.

Item Details

Item Type:Refereed Conference Paper
Keywords:mathematics problem, fractions, mathematical concepts, teacher knowledge
Research Division:Education
Research Group:Education systems
Research Field:Secondary education
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Watson, JM (Professor Jane Watson)
UTAS Author:Beswick, K (Professor Kim Beswick)
UTAS Author:Brown, NR (Professor Natalie Brown)
ID Code:40877
Year Published:2006
Funding Support:Australian Research Council (LP0560543)
Deposited By:Education
Deposited On:2006-08-01
Last Modified:2013-07-15
Downloads:1,048 View Download Statistics

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