Watson UID40877.pdf (92.06 kB)
Teachers' knowledge of their students as learners and how to intervene
conference contribution
posted on 2023-05-23, 03:35 authored by Jane WatsonJane Watson, Kim Beswick, Natalie BrownNatalie BrownAs 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 AustralasiaEditors
Peter Grootenboer, Robyn Zevenbergen & Mohan ChinnappanPagination
551-558ISBN
1-920846-12-3Department/School
Faculty of EducationPublisher
Mathematics Education Research Group of Australiasia IncPlace of publication
Adelaide, SAEvent title
MERGAEvent Venue
Canberra, ACTDate of Event (Start Date)
2006-07-01Date of Event (End Date)
2006-07-05Rights statement
Copyright 2006 the Mathematics Education Research Group of Australasia IncorporatedRepository Status
- Open