eCite Digital Repository
Principles of Practice and Teacher Actions: Influences on Effective Numeracy Teaching
Citation
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]
 | PDF Restricted - Request a copy 143Kb |
Copyright Statement
Copyright 2008 MERGA Inc.
Abstract
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 Processes |
| 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 |
Repository Staff Only: item control page