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

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conference contribution
posted on 2023-05-23, 03:35 authored by Jane WatsonJane Watson, Kim Beswick, Natalie BrownNatalie Brown
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.

Funding

Australian Research Council

Catholic Education Office, Tasmania

Department of Education Tasmania

History

Publication title

Identities Cultures and Learning Spaces - Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia

Editors

Peter Grootenboer, Robyn Zevenbergen & Mohan Chinnappan

Pagination

551-558

ISBN

1-920846-12-3

Department/School

Faculty of Education

Publisher

Mathematics Education Research Group of Australiasia Inc

Place of publication

Adelaide, SA

Event title

MERGA

Event Venue

Canberra, ACT

Date of Event (Start Date)

2006-07-01

Date of Event (End Date)

2006-07-05

Rights statement

Copyright 2006 the Mathematics Education Research Group of Australasia Incorporated

Repository Status

  • Open

Socio-economic Objectives

Other education and training not elsewhere classified

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