Teacher identified professional learning needs to effectively include a child with down syndrome in primary mathematics

Journal article


Faragher, Rhonda Muriel and Clarke, Barbara. (2016) Teacher identified professional learning needs to effectively include a child with down syndrome in primary mathematics. Journal of Policy and Practice in Intellectual Disabilities. 13(2), pp. 132 - 141. https://doi.org/10.1111/jppi.12159
AuthorsFaragher, Rhonda Muriel and Clarke, Barbara
Abstract

The practices of effective primary school teachers including students with Down syndrome in their mathematics classes are largely unexplored and many teachers feel unprepared to teach students with an intellectual disability. The authors sought to find out what these specific professional learning (PL) needs were and if they changed over time. A mixed methods study was undertaken to investigate the practices of primary mathematics teachers including students with Down syndrome in regular class lessons in two Australia educational jurisdictions. A variety of approaches was used to gain an understanding of their practices. Findings are based on responses to a questionnaire administered to teaching teams at the beginning and end of the school year. There was a strong endorsement of inclusion as an appropriate practice in primary mathematics. The PL needs of teaching teams changed across the teaching year. Early requirements concerned understanding Down syndrome and its impact on learning and behavior. As the school year progressed, PL needs changed toward a greater focus on the need for specific resources and strategies for teaching mathematics. The PL requirements of teachers included the need for “in-time” support. The authors conclude that even if it may be infrequent when a teacher has a student with Down syndrome in a mathematics class, teachers still need access to PL that evolves across the school year, from less focus on syndrome-specific information to greater emphasis on teaching mathematics through adjusting learning outcomes and teaching approaches.

Keywordsdown syndrome; inclusion; intellectual disability; mathematics education; primary education; professional learning
Year2016
JournalJournal of Policy and Practice in Intellectual Disabilities
Journal citation13 (2), pp. 132 - 141
PublisherBlackwell Publishing Ltd
ISSN1741-1122
Digital Object Identifier (DOI)https://doi.org/10.1111/jppi.12159
Scopus EID2-s2.0-84976557413
Page range132 - 141
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/85wz8/teacher-identified-professional-learning-needs-to-effectively-include-a-child-with-down-syndrome-in-primary-mathematics

Restricted files

Publisher's version

  • 13
    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

Conceptualising educational quality of life to understand the school experiences of students with intellectual disability
Faragher, Rhonda and Ommen, Mark Van. (2017) Conceptualising educational quality of life to understand the school experiences of students with intellectual disability. Journal of Policy and Practice in Intellectual Disabilities. 14(1), pp. 39 - 50. https://doi.org/10.1111/jppi.12213
Inclusive practices in mathematics education
Faragher, Rhonda, Hill, Janelle and Clarke, Barbara. (2016) Inclusive practices in mathematics education. In In K. Makar, S. Dole and J. Visnovska, M. Goos, A. Bennison and K. Fry (Ed.). Research in mathematics education in Australasia 2012-2015 pp. 119 - 141 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-1419-2_7
Developing early number concepts for children with Down syndrome
Clarke, Barbara and Faragher, Rhonda. (2014) Developing early number concepts for children with Down syndrome. In In R. Faragher and B. Clarke (Ed.). Educating Learners with Down Syndrome pp. 146 - 162 Routledge.
Teaching mathematics effectively
Faragher, Rhonda and Clarke, Doug. (2014) Teaching mathematics effectively. In In M. Gaffney and R. Faragher (Ed.). Leading Improvements in Student Numeracy ACER Press.
The numeracy challenge: Student achievement, teacher quality, school leadership and system policy
Gaffney, Michael, Clarke, Doug and Faragher, Rhonda. (2014) The numeracy challenge: Student achievement, teacher quality, school leadership and system policy. In In M. Gaffney and R. Faragher (Ed.). Leading Improvements in Student Numeracy ACER Press.
Mathematics profile of the learner with Down syndrome
Faragher, Rhonda and Clarke, Barbara. (2014) Mathematics profile of the learner with Down syndrome. In In R. Faragher and B. Clarke (Ed.). Educating Learners with Down Syndrome Routledge.
Improving student numeracy: A framework for development
Gaffney, Michael and Faragher, Rhonda. (2014) Improving student numeracy: A framework for development. In In M. Gaffney and R. Faragher (Ed.). Leading Improvements in Student Numeracy ACER Press.
Learning mathematics in the secondary school: possibilities for students with Down syndrome
Faragher, Rhonda. (2014) Learning mathematics in the secondary school: possibilities for students with Down syndrome. In In R. Faragher and B. Clarke (Ed.). Educating Learners with Down Syndrome Routledge.
The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms
Stillman, Gloria, Brown, Jill P., Faragher, Rhonda Muriel, Geiger, Vince and Galbraith, Peter. (2013) The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms. In In GA Stillman, G Kaiser and W Blum & JP Brown (Ed.). Teaching mathematical modelling: connecting to research and practice pp. 361 - 373 Springer. https://doi.org/10.1007/978-94-007-6540-5_30
A sense of measurement and geometry
Faragher, Rhonda Muriel and Brady, K.. (2011) A sense of measurement and geometry. In In E. Cochrane (Ed.). pp. 210 - 230 Oxford University Press.
Thinking mathematically
Faragher, Rhonda. (2011) Thinking mathematically. In In D. Siemon, K. Beswick and K. Brady, J. Clark, R. Faragher & E. Warren (Ed.). Teaching mathematics: Foundations to middle years pp. 68 - 82 Oxford University Press.
Working with multiplication, division, and proportional reasoning
Faragher, Rhonda Muriel and Siemon, Dianne. (2011) Working with multiplication, division, and proportional reasoning. In In E. Cochrane (Ed.). pp. 548 - 585 Oxford University Press.
Developing numeracy to enhance quality of life
Faragher, Rhonda Muriel. (2010) Developing numeracy to enhance quality of life. In In Ralph Kober (Ed.). pp. 401 - 411 Springer. https://doi.org/10.1007/978-90-481-9650-0_21
Cas-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms
Geiger, Vince, Faragher, Rhonda Muriel and Goos, Merrilyn. (2010) Cas-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal. 22(2), pp. 48 - 68. https://doi.org/10.1007/BF03217565
Sustaining improvement in numeracy: Developing pedagogical content knowledge and leadership capabilities in tandem
Gaffney, Mike and Faragher, Rhonda. (2010) Sustaining improvement in numeracy: Developing pedagogical content knowledge and leadership capabilities in tandem. Mathematics Teacher Education and Development. 12(Special Issue), pp. 72 - 83.
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.
Narrowing the gap :Empowering teachers and parents through understanding how children with Down syndrome develop mathematically
Brady, Josephine, Clarke, Douglas McLean, Gervasoni, Ann Maree, Clarke, Barbara and Faragher, Rhonda Muriel. (2008) Narrowing the gap :Empowering teachers and parents through understanding how children with Down syndrome develop mathematically. In Lorraine Graham (Ed.). Proceedings of the 'Narrowing the Gap: Addressing Educational Disadvantage' Conference. Armidale, Australia: SiMMER, University of New England. pp. 56 - 62
CAS enabled devices as provocative agents in the process of mathematical modelling
Faragher, Rhonda Muriel, Redmond, Trevor, Lowe, Jim and Geiger, Vince. (2008) CAS enabled devices as provocative agents in the process of mathematical modelling. In M. Goos, R. Brown and K. Maker (Ed.). Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 246 - 253
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.
Children with down syndrome learning mathematics: Can they do it? Yes they can!
Faragher, Rhonda, Brady, Jo, Clarke, Barbara, Gervasoni, Ann and Clarke, Doug. (2008) Children with down syndrome learning mathematics: Can they do it? Yes they can! Australian Primary Mathematics Classroom. 13(4), pp. 10 - 15.
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.). Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual conference of the Mathematics Education Research Group of Australasia.. Hobart, Australia: Mathematics Education Research Group of Australasia. pp. 805 - 814
What makes a good teacher? They have respect for our culture
Lake, David, Faragher, Rhonda Muriel, Lenoy, Max, Sellwood, Juanita, Archer, Louise and Anderson, Neil. (2006) What makes a good teacher? They have respect for our culture. In In T. Lyons and Terry (Ed.). Science, ICT and Mathematics Education in Rural and Regional Australia: State and Territory Case Studies pp. 123 - 147 University of New England.
Numeracy for adults with down syndrome: It's a matter of quality of life
Faragher, Rhonda and Brown, Roy. (2005) Numeracy for adults with down syndrome: It's a matter of quality of life. Journal of Intellectual Disability Research. 49(10), pp. 761 - 765. https://doi.org/10.1111/j.1365-2788.2005.00747.x
Exceptional students in mathematics
Diezmann, Carmel, Faragher, Rhonda Muriel, Lowrie, Tom and Putt, Brenda BicknellIan. (2004) Exceptional students in mathematics. In In bB. Perry, G. Anthony and C. Diezmann (Ed.). Research in Mathematics Education in Australasia; 2000-2003 pp. 175 - 196 Post Pressed.
Possibilities not limitations: Teaching special needs children
Clarke, Barbara and Faragher, Rhonda Muriel. (2004) Possibilities not limitations: Teaching special needs children. In In B. clarke, D.M. Clarke and G. Clarke et al. (Ed.). International Perspectives on Learning and Teaching Mathematics pp. 379 - 394 National Center for Mathematics Education.