Teachers' use of national test data to focus numeracy instruction

Conference item


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
AuthorsWhite, Paul and Anderson, J.
Abstract

With increased accountability attached to students’ results on national testing in Australia, teachers feel under pressure to prepare students for the tests. One approach is to use evidence from school and student results to identify areas for targeted teaching strategies to improve students’ understanding. Using NAPLAN results lower secondary mathematics teachers in one school implemented mental computation and estimation approaches as well as a strategy to address the literacy demands of typical test items to support student learning before and after the NAPLAN test. An analysis of the professional learning identified approaches to enhance both students’ learning as well as teaching practice.

Year2011
PublisherAAMT and MERGA
Web address (URL)https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=1731
Open accessOpen access
Publisher's version
Page range777 - 785
Research GroupSchool of Education
Place of publicationAustralia
EditorsJ. Clark, B. Kissane and J. Mousley
Permalink -

https://acuresearchbank.acu.edu.au/item/8v03z/teachers-use-of-national-test-data-to-focus-numeracy-instruction

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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
Professional development: Mathematical content versus pedagogy
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.
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