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Principles of Practice and Teacher Actions: Influences on Effective Numeracy Teaching


Muir, T, Principles of Practice and Teacher Actions: Influences on Effective Numeracy Teaching, Mathematics Education Research Journal, 20, (3) pp. 78-101. ISSN 1033-2170 (2008) [Refereed Article]

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Copyright 2008 MERGA Inc.

DOI: doi:10.1007/BF03217531


Studies such as the Effective Teachers of Numeracy Study (Askew, Brown, Rhodes, Johnson, & Wiliam (1997) have contributed much to our understanding of what constitutes effective teaching of numeracy. This paper aims to build on these findings and to contribute a model that could be used to understand teachers’ numeracy practices and the factors that influence these practices. Through a synthesis of the literature, the author has devised a set of principles of practice which encapsulates effective teaching of numeracy and has identified six teacher actions which can be used to enact these principles. Findings from case studies conducted with three teachers indicated that the model provided a useful framework for observing and understanding classroom numeracy practices.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:54061
Year Published:2008
Deposited By:Education
Deposited On:2009-02-09
Last Modified:2012-03-30
Downloads:10 View Download Statistics

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