Professional development: Mathematical content versus pedagogy

Journal article

White, Paul, Mitchelmore, Michael, Branca, N. and Maxon, M.. (2004). Professional development: Mathematical content versus pedagogy. Mathematics Teacher Education and Development. 6, pp. 49 - 60.
AuthorsWhite, Paul, Mitchelmore, Michael, Branca, N. and Maxon, M.
Year2004
JournalMathematics Teacher Education and Development
Journal citation6, pp. 49 - 60
PublisherMathematics Education Research Group of Australasia
ISSN1442-3901
Page range49 - 60
Research GroupSchool of Education
Place of publicationAustralia
Permalink -

https://acuresearchbank.acu.edu.au/item/85wq9/professional-development-mathematical-content-versus-pedagogy

Log in to edit
  • 118
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Preschool children’s communication, motor and social development: Parents’ and educators’ concerns
Mcleod, Sharynne, Crowe, Kathryn, McCormack, Jane, White, Paul, Wren, Yvonne, Baker, Elise, Masso, Sarah and Roulstone, Sue. (2018). Preschool children’s communication, motor and social development: Parents’ and educators’ concerns. International Journal of Speech-Language Pathology. 20(4), pp. 468 - 482. https://doi.org/10.1080/17549507.2017.1309065
Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders
Mcleod, Sharynne, Baker, Elise, McCormack, Jane, Wren, Yvonne, Roulstone, Sue, Crowe, Kathryn, Masso, Sarah, White, Paul and Howland, Charlotte. (2017). Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders. Journal of Speech, Language, and Hearing Research. 60(7), pp. 1891 - 1910. https://doi.org/10.1044/2017_JSLHR-S-16-0385
Mathematics curriculum in the schooling years
Anderson, Judy, White, Paul and Wong, Monica. (2012). Mathematics curriculum in the schooling years. In In B Perry, T Lowrie and T Logan, A MacDonald & J Greenlees (Ed.). pp. 219 - 244 Sense Publishers.
Pressure to perform: Reviewing the use of date through professional learning conversations
White, Paul and Anderson, Judy. (2012). Pressure to perform: Reviewing the use of date through professional learning conversations. Mathematics Teacher Education and Development. 14(1), pp. 60 - 77.
Teaching for abstraction: Teacher learning
White, Paul, Wilson, Sue and Mitchelmore, Michael. (2012). Teaching for abstraction: Teacher learning. Southeast Asian Mathematics Education Journal. 2(2), pp. 11 - 30.
Teachers' use of national test data to focus numeracy instruction
White, Paul and Anderson, J.. (2011). Teachers' use of national test data to focus numeracy instruction. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 777 - 785
Influence of lesson study on teachers' mathematics pedagogy
Olson, Jo Clay, White, Paul and Sparrow, Len. (2011). Influence of lesson study on teachers' mathematics pedagogy. In In L.C.Hart, A.Alston and A.Murata (Ed.). pp. 39 - 57 Springer. https://doi.org/10.1007/978-90-481-9941-9_4
Teaching for abstraction: A model
White, Paul and Mitchelmore, Michael. (2010). Teaching for abstraction: A model. Mathematical Thinking and Learning. 12(3), pp. 205 - 226. https://doi.org/10.1080/10986061003717476
The impact on final year pre-service secondary teachers of a unit in teaching literacy and numeracy across the curriculum
White, Paul and Cranitch, Maya. (2010). The impact on final year pre-service secondary teachers of a unit in teaching literacy and numeracy across the curriculum. Australian Journal of Teacher Education. 35(7), pp. 54 - 63. https://doi.org/10.14221/ajte.2010v35n7.5
NAPLAN: A springboard for improving numeracy learning outcomes
White, Paul, Anderson, Judy and Harte, Jan. (2010). NAPLAN: A springboard for improving numeracy learning outcomes. Reflections (North Ryde) (print version). 35(1), pp. 16 - 19.
Critical numeracy and abstraction: percentages
White, Paul, Mitchelmore, Michael, Faragher, Rhonda Muriel and Wilson, Sue. (2009). Critical numeracy and abstraction: percentages. Australian Primary Mathematics Classroom. 14(1), pp. 4 - 8.
Teaching percentages: Professional learning in three regional Catholic schools
White, Paul, Mitchelmore, Michael, Wilson, Sue and Faragher, Rhonda. (2008). Teaching percentages: Professional learning in three regional Catholic schools. Journal of Catholic School Studies. 80(2), pp. 55 - 62.
Teaching mathematical concepts :Instructions for abstraction
Mitchelmore, Michael and White, Paul. (2008). Teaching mathematical concepts :Instructions for abstraction. In Mogens Niss (Ed.). Proceedings of the 10th International Conference on Mathematical Education. Roskilde, Denmark: IMFUFA. pp. 1 - 15
A new approach to teaching percentages
White, Paul and Wilson, Sue. (2008). A new approach to teaching percentages. Reflections (North Ryde) (print version). 33(1), pp. 15 - 18.
Percentages as Part Whole Relationships
White, Paul, Wilson, Sue, Faragher, Rhonda and Mitchelmore, M.. (2007). Percentages as Part Whole Relationships. In J Watson and K Beswick (Ed.). 30th annual conference of the Mathematics Education Research Group of Australasia. Wrest Point Hotel Casino, Hobart, Tasmania, Australia 02 - 06 Jul 2007 Hobart, Australia: Mathematics Education Research Group of Australasia. pp. 805 - 814
Teaching Ratio and Rates for Abstraction
Mitchelmore, Mike, White, Paul and McMaster, Heather. (2007). Teaching Ratio and Rates for Abstraction. In Jane Watson and Kim Beswick (Ed.). 30th annual conference of the Mathematics Education Research Group of Australasia. Wrest Point Hotel Casino, Hobart, Tasmania, Australia 02 - 06 Jul 2007 Adelaide,Australia: Mathematics Education Research Group of Australasia. pp. 503 - 512
The Teaching and Learning consortium :a field based model for preservice teacher education
White, Paul, Moran, Wendy Kay and Long, Janette Adele. (2006). The Teaching and Learning consortium :a field based model for preservice teacher education. In Ruth Jeffery, Elizabeth Wright and Rebecca Feldman (Ed.). Australian Association for Research in Education 2006 Conference Papers. Melbourne,Australia: Australian Association for Research in Education. pp. 1 - 9
Development of a model to advance the uptake of e-portfolios for undergraduates in teacher education and registered nurse preparation :An exemplar of best practice
White, Paul, Hardy, Jennifer Lynette and Dennis, Christine. (2006). Development of a model to advance the uptake of e-portfolios for undergraduates in teacher education and registered nurse preparation :An exemplar of best practice. In Elaine Pearson and Paul Bohman (Ed.). Proceedings of Ed-Media 2006: World Conference on Educational multimedia; hypermedia and telecommunications. Norfold,USA: Association for the Advancement of Computing in Education. pp. 248 - 253
Using a schematic model to represent influences on ; and relationships between; teachers' problem-solving beliefs and practices
White, Paul, Anderson, Judy and Leder, Gilah. (2005). Using a schematic model to represent influences on ; and relationships between; teachers' problem-solving beliefs and practices. Mathematics Education Research Journal. 17(2), pp. 9 - 38.
Quality pedagogy and teaching in K-12 mathematics
White, Paul. (2005). Quality pedagogy and teaching in K-12 mathematics. In M.oupland, J. Anderson and T. Spencer (Ed.). Making mathematics vital (Proceedings of the 20th biennial conference of the Australian Association of Mathematics Teachers). Adelaide, Australia: Australian Association of Mathematics Teachers. pp. 261 - 267
Teaching Percentage as a Multiplicative Relationship
White, Paul and Mitchelmore, Michael. (2005). Teaching Percentage as a Multiplicative Relationship. In Philip Clarkson et al (team from Flagship of ACU) (Ed.). Building Connections Research Theory and Practice: Proceedings of the 28th Annual Conference. Melbourne, Australia: Deakin University Press. pp. 783 - 790
Blended learning
McDonald, Lorraine and White, Paul. (2005). Blended learning. In J. Clark and M. Maguire (Ed.). Proceedings of the 12th International Study Association on Teachers and Teaching. Sydney, Australia: Australian Catholic University. pp. 1 - 8
Background Knowledge and connectedness :The Case of Mathematics
White, Paul and Mitchelmore, Michael. (2004). Background Knowledge and connectedness :The Case of Mathematics. In R. Putt, M. Faragher and M. McLean (Ed.). Proceedings of 27th annual conference of the Mathematics education Research Association of Australasia. Melbourne,Australia: Mathematics Education Research Group of Australasia. pp. 589 - 596
Problem solving in the teaching and learning of mathematics
White, Paul and Anderson, Judy. (2004). Problem solving in the teaching and learning of mathematics. In In B. Perry, G. Anthony and C. Diezmann (Ed.). Research in mathematics education in Australasia: 2000-2003 pp. 127 - 150 Post Pressed.
Pentimals; or why 10 is a better base than 5
White, Paul. (2004). Pentimals; or why 10 is a better base than 5. Australian Mathematics Teacher. 60(4), pp. 20 - 24.
The Influence of Perceived Constrains on Teachers' Problem-Solving Beliefs and Practices
White, Paul, Sullivan, Peter and Anderson, Judy. (2004). The Influence of Perceived Constrains on Teachers' Problem-Solving Beliefs and Practices. In R. Putt, M. Faragher and M. McLean (Ed.). Proceedings of the 27th annual conference of the Mathematics Education Research Association of Australasia. Melbourne,Australia: Mathematics Education Research Group of Australasia. pp. 39 - 46
Abstraction in mathematics and mathematics learning
White, Paul and Mitchelmore, Michael. (2004). Abstraction in mathematics and mathematics learning. In M. J. Hoenes and A B Fuglestad (Ed.). Proceedings of the 28th Conference of the International group for the psychology of mathematics education. Bergen,Norway: International Group for the Psychology of Mathematics Education. pp. 329 - 336
Teaching angles by abstraction from physical activities with concrete materials
Mitchelmore, Michael and White, Paul. (2003). Teaching angles by abstraction from physical activities with concrete materials. In N. Pateman, B. Dougherty and J. Zilliox (Ed.). Proceedings of the 2003 Joint Meeting of PME and PMENA. Honolulu, United States: Curriculum Research and Development Group - University of Hawaii. pp. 403 - 410
Count me in too and the basic skills test in NSW
Mitchelmore, Michael and White, Paul. (2003). Count me in too and the basic skills test in NSW. In L. Bragg, C. Campbell and G. Herbert (Ed.). Mathematics Education Research: Innovation; Networking opportunity. Melbourne, Victoria, Australia: Mathematics Education Research Group of Australasia. pp. 515 - 522
Teaching and learning in mathematics by abstraction
White, Paul and Mitchelmore, Michael. (2002). Teaching and learning in mathematics by abstraction. In In David Tall and Michael Thomas (Ed.). pp. 235 - 256 Post Pressed.
Student difficulties in abstracting angle concepts from physical activities with concrete materials
Mitchelmore, Michael, Prescott, Anne and White, Paul. (2002). Student difficulties in abstracting angle concepts from physical activities with concrete materials. In B. Barton, K. Irwin and M. Pfannkuck (Ed.). Mathematics Education in the South Pacific: Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australiasia. Auckland, New Zealand: Mathematics Education Research Group of Australasia. pp. 583 - 591