Narrowing the gap :Empowering teachers and parents through understanding how children with Down syndrome develop mathematically

Conference item


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
AuthorsBrady, Josephine, Clarke, Douglas McLean, Gervasoni, Ann Maree, Clarke, Barbara and Faragher, Rhonda Muriel
KeywordsCurriculum and Pedagogy;--Education and training not elsewhere classified;--Mathematics and Numeracy
Year2008
PublisherSiMMER, University of New England
Open accessOpen access
Page range56 - 62
ISBN9781921597015
Research GroupSchool of Education
Place of publicationArmidale, Australia
EditorsLorraine Graham
Permalink -

https://acuresearchbank.acu.edu.au/item/8v540/narrowing-the-gap-empowering-teachers-and-parents-through-understanding-how-children-with-down-syndrome-develop-mathematically

  • 5
    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

Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning
Clarke, Doug and Roche, Anne. (2018) Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning. The Journal of Mathematical Behavior. 51, pp. 95 - 108. https://doi.org/10.1016/j.jmathb.2017.11.006
Learning from lessons: Studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany
Chan, Man Ching Esther, Clarke, David J., Clarke, Doug, Roche, Anne, Cao, Yiming and Peter-Koop, Andrea. (2018) Learning from lessons: Studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany. Mathematics Education Research Journal. 30(1), pp. 89 - 102. https://doi.org/10.1007/s13394-017-0214-6
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
Understanding time: A research based framework
Thomas, Margaret, Clarke, Doug, McDonough, Andrea and Clarkson, Philip. (2016) Understanding time: A research based framework. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 592 - 599
Time: Assessing understanding of core ideas
Thomas, Margaret, McDonough, Andrea Mary, Clarkson, Philip and Clarke, Douglas McLean. (2016) Time: Assessing understanding of core ideas. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 600 - 607
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 students' functional thinking in algebra through different visualisations of a growing pattern's structure
Wilkie, Karina Joyce and Clarke, Douglas McLean. (2016) Developing students' functional thinking in algebra through different visualisations of a growing pattern's structure. Mathematics Education Research Journal. 28(2), pp. 223 - 243. https://doi.org/10.1007/s13394-015-0146-y
Learning from lessons: Teachers' insights and intended actions arising from their learning about student thinking
Roche, Anne, Clarke, Douglas McLean, Clarke, David and Chan, Ching Esther. (2016) Learning from lessons: Teachers' insights and intended actions arising from their learning about student thinking. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 560 - 567
Teacher identified professional learning needs to effectively include a child with down syndrome in primary mathematics
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
Changes in teachers' knowledge and beliefs about mathematics and mathematics teaching: A case study
Lomas, Laurinda and Clarke, Douglas McLean. (2016) Changes in teachers' knowledge and beliefs about mathematics and mathematics teaching: A case study. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 389 - 396
The Impact of Let’s Count on Children’s Mathematics Learning
Gervasoni, Ann, Perry, Bob and Parish, Linda. (2015) The Impact of Let’s Count on Children’s Mathematics Learning. In M. Marshman, V. Geiger and A. Bennison (Ed.). 38th annual conference of the Mathematics Education Research Group of Australasia. pp. 253 - 260
Supporting teachers in structuring mathematics lessons involving challenging tasks
Sullivan, Peter, Askew, Mike, Cheeseman, Jill, Clarke, Doug, Mornane, Angela, Roche, Anne and Walker, Nadia. (2015) Supporting teachers in structuring mathematics lessons involving challenging tasks. Journal of Mathematics Teacher Education (online version). 18, pp. 123 - 140. https://doi.org/10.1007/s10857-014-9279-2
Describing the nature and effect of teacher interactions with students during seat work on challenging tasks
Roche, Anne and Clarke, Douglas. (2015) Describing the nature and effect of teacher interactions with students during seat work on challenging tasks. Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Australia: Mathematics Education Research Group of Australasia. pp. 532 - 539
Pathways to professional growth : Investigating upper primary school teachers' perspectives on learning to teach algebra
Wilkie, Karina and Clarke, Doug. (2015) Pathways to professional growth : Investigating upper primary school teachers' perspectives on learning to teach algebra. Australian Journal of Teacher Education (online version). 40(4), pp. 87 - 118. https://doi.org/10.14221/ajte.2015v40n4.6
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.
Students' willingness to engage with mathematical challenges :Implications for classroom pedagogies
Sullivan, Peter, Clarke, Doug, Cheeseman, Jill, Mornane, Angela, Roche, Anne, Sawatzki, Carly and Walker, Nadia. (2014) Students' willingness to engage with mathematical challenges :Implications for classroom pedagogies. In J. Anderson, M. Cavanagh and A. Prescott (Ed.). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia). Australia: Mathematics Education Research Group of Australasia. pp. 597 - 604
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.
Teaching strategies for building student persistence on challenging tasks : Insights emerging from two approaches to teacher professional learning
Clarke, Doug, Cheeseman, Jill, Roche, Anne and van der Schans, Stephanie. (2014) Teaching strategies for building student persistence on challenging tasks : Insights emerging from two approaches to teacher professional learning. Mathematics Teacher Education and Development Journal. 16(2), pp. 46 - 70.
Developing student's functional thinking in algebra through different visualisations of a growing pattern's structure
Wilkie, Karina J. and Clarke, Doug. (2014) Developing student's functional thinking in algebra through different visualisations of a growing pattern's structure. In J Anderson, M Cavanagh and A Prescott (Ed.). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia). Australia: Mathematics Education Research Group of Australasia. pp. 637 - 644
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.
Teachers' views of the challenging elements of a task
Cheeseman, Jill, Clarke, Doug, Roche, Anne and Wilson, Karen. (2013) Teachers' views of the challenging elements of a task. In V Steinle, L Ball and C Bardini (Ed.). Mathematics Education: Yesterday, Today and Tomorrow (MERGA36). Australia: Mathematics Education Research Group of Australasia. pp. 154 - 161
Teachers' decisions about mathematics tasks when planning
Sullivan, Peter, Clarke, David, Clarke, Doug and Roche, Anne. (2013) Teachers' decisions about mathematics tasks when planning. In V. Steinle, L. Ball and C. Bardini (Ed.). Mathematics Education: Yesterday, Today and Tomorrow. Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 626 - 633
Longitudinal progress of 6-year-old students who participated in an Extending Mathematical Understanding mathematics intervention program
Gervasoni, Ann, Parish, Linda, Livesey, Carole, Croswell, Melissa, Bevan, Kate, Hadden, Teresa and Turkenburg, Kathie. (2013) Longitudinal progress of 6-year-old students who participated in an Extending Mathematical Understanding mathematics intervention program. In V. Steinle, L. Ball and C. Bardini (Ed.). Mathematics Education: Yesterday, Today and Tomorrow. Australia: Mathematics Education Research Group of Australasia. pp. 346 - 353
Teachers and observers learning from demonstration lessons in mathematics education
Clarke, Doug, Roche, Anne and Knight, Rose. (2013) Teachers and observers learning from demonstration lessons in mathematics education. In A. M. Lindmeier and A. Heinze (Ed.). Mathematics learning across the life span. Germany: International Group for the Psychology of Mathematics Education. pp. 44 - 44
Children's mathematical knowledge prior to starting school
Gervasoni, Ann and Perry, Bob. (2013) Children's mathematical knowledge prior to starting school. In V. Steinle, L. Ball and C. Bardini (Ed.). Mathematics Education: Yesterday, Today and Tomorrow. Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 338 - 345
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
Teaching with tasks for effective mathematics learning
Sullivan, Peter, Clarke, Doug and Clarke, Barbara. (2013) Teaching with tasks for effective mathematics learning Springer Science and Business Media. https://doi.org/10.1007/978-1-4614-4681-1
Launching confident numerate learners
Wade, Peter, Gervasoni, Ann Maree, McQuade, Catherine and Smith, Catherine. (2013) Launching confident numerate learners. In S. Herbert, J. Tillyer and T. Spencer (Ed.). Mathematics: Launching Futures. Australia: Australian Association of Mathematics Teachers. pp. 149 - 156
Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat
Gervasoni, Ann, Smith, Jeremy and Howard, Peter. (2013) Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat. Australian Journal of Adult Learning. 53(2), pp. 253 - 279.
Primary teachers' representations of division: Assessing mathematical knowledge that has pedagogical potential
Roche, Anne and Clarke, Douglas M.. (2013) Primary teachers' representations of division: Assessing mathematical knowledge that has pedagogical potential. Mathematics Education Research Journal. 25(2), pp. 257 - 278. https://doi.org/10.1007/s13394-012-0060-5
Demonstration lessons in mathematics education: Teachers' observation foci and intended changes in practice
Clarke, Doug, Roche, Anne, Wilkie, Karina, Wright, Vince, Brown, Jill, Downton, Ann, Horne, Marjorie, Knight, Rose, McDonough, Andrea, Sexton, Matthew and Worrall, Chris. (2013) Demonstration lessons in mathematics education: Teachers' observation foci and intended changes in practice. Mathematics Education Research Journal. 25(2), pp. 207 - 230. https://doi.org/10.1007/s13394-012-0058-z
Reasoning in the Australian Curriculum: Understanding its meaning and using the relevant language
Clarke, Douglas, Clarke, David and Sullivan, Peter. (2012) Reasoning in the Australian Curriculum: Understanding its meaning and using the relevant language. Australian Primary Mathematics Classroom. 17(3), pp. 28 - 32.
Choosing tasks to match the content you are wanting to teach
Sullivan, Peter, Clarke, David and Clarke, Douglas. (2012) Choosing tasks to match the content you are wanting to teach. Australian Primary Mathematics Classroom. 17(3), pp. 24 - 27.
Rattling the cage: Moving beyond ethical standards to ethical praxis in self-study research
Brandenburg, Robyn and Gervasoni, Ann. (2012) Rattling the cage: Moving beyond ethical standards to ethical praxis in self-study research. Studying Teacher Education: a journal of self-study of teacher education practices. 8(2), pp. 183 - 191.
Important ideas in mathematics : What are they and where do you get them?
Clarke, Doug M., Clarke, David J. and Sullivan, Peter. (2012) Important ideas in mathematics : What are they and where do you get them? Australian Primary Mathematics Classroom. 17(3), pp. 13-18.
Powerful pedagogical actions in mathematics education
Gervasoni, Ann, Hunter, Roberta, Bicknell, Brenda and Sexton, Matthew. (2012) Powerful pedagogical actions in mathematics education. In In B Perry, T Lowrie and T Logan, A MacDonald & J Greenlees (Ed.). pp. 193 - 218 Sense Publishers.
Three ethical dilemmas in self-study research: Ambiguities of confidentiality
Greene, William L., Kim, Younghee M., Korthagen, Fred A J, Mills, Geoff, Brandenburg, Robyn and Gervasoni, Ann. (2012) Three ethical dilemmas in self-study research: Ambiguities of confidentiality. In J Young, L Erickson and S Pinnegar (Ed.). Extending Inquiry Communities: Illuminiating teacher education through self-study. United States of America: Brigham Young University. pp. 137 - 142
Students' proportional reasoning in mathematics and science
Dole, Shelley, Clarke, Doug, Wright, Tony and Hilton, Geoff. (2012) Students' proportional reasoning in mathematics and science. In T. Y. Tso (Ed.). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education. Taiwan: International Group for the Psychology of Mathemati.... pp. 195 - 202
The progress of grade 1 students who participated in an Extending Mathematical Understanding intervention program
Gervasoni, Ann, Parish, Linda, Hadden, Teresa, Livesey, Carole, Croswell, Melissa and Turkenburg, Kathie. (2012) The progress of grade 1 students who participated in an Extending Mathematical Understanding intervention program. In J. Dindyal, L. P. Cheng and S. F. Ng (Ed.). 35th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 306 - 313
Let's Count: Evaluations of pilot early mathematics program in low socioeconomic locations in Australia
Perry, Bob, Gervasoni, Ann and Dockett, Sue. (2012) Let's Count: Evaluations of pilot early mathematics program in low socioeconomic locations in Australia. In J. Dindyal, L. P. Cheng and S. F. Ng (Ed.). Mathematics education: Expanding horizons. Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 594 - 601
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.
The one-minute challenge
Clarke, Doug, Downton, A. and Roche, A.. (2011) The one-minute challenge. Teaching Children Mathematics (print version). 17(6), pp. 342 - 349.
One-to-one student interviews provide powerful insights and clear focus for the teaching of fractions in the middle years
Clarke, Doug, Roche, Anne and Mitchell, Annie. (2011) One-to-one student interviews provide powerful insights and clear focus for the teaching of fractions in the middle years. In In J. Way and J. Bobis (Ed.). Fractions: Teaching for understanding pp. 23 - 31 Australian Association of Mathematics Teachers.
Insights about children's understanding of 2-digit and 3-digit numbers
Gervasoni, Ann, Parish, Linda, Hadden, Teresa, Turkenburg, Kathie, Bevan, Kate, Livesey, Carole and Croswell, Melissa. (2011) Insights about children's understanding of 2-digit and 3-digit numbers. 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. 315 - 323
Some lessons learned from the experience of assessing teacher pedagogical content knowledge in mathematics
Roche, Anne and Clarke, Doug. (2011) Some lessons learned from the experience of assessing teacher pedagogical content knowledge in mathematics. 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. 658 - 666
Students with 'special rights' for mathematics education
Gervasoni, Ann and Lindenskov, Lena. (2011) Students with 'special rights' for mathematics education. In In B. Atweh, M.Graven and W. Secada & P.Valero (Ed.). pp. 307 - 323 Springer. https://doi.org/10.1007/978-90-481-9803-0_22
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.
Exploring the mystery of children who read, write and order 2-digit numbers, but cannot locate 50 on a number line
Gervasoni, Ann, Parish, Linda, Bevan, Kate, Croswell, Melissa, Livesey, Carole, Hadden, Teresa and Turkenburg, Kathie. (2011) Exploring the mystery of children who read, write and order 2-digit numbers, but cannot locate 50 on a number line. In B Ubuz (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Turkey: International Group for the Psychology of Mathematics Education. pp. 401 - 408
Exploring the whole number knowledge of children in grade 1 to grade 4: Insights and implications
Gervasoni, Ann. (2011) Exploring the whole number knowledge of children in grade 1 to grade 4: Insights and implications. In T. Dooley, D. Corcoran and M. Ryan (Ed.). Proceedings of the 4th conference on research in mathematics education: Mathematics teaching matters. Ireland: St Patrick's College. pp. 168 - 178
Investigating children's understanding of the measurement of mass
Cheeseman, Jill, McDonough, Andrea and Clarke, Doug. (2011) Investigating children's understanding of the measurement of mass. 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. 174 - 182
Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap Project in a Kimberley Catholic school
Gervasoni, Ann, Hart, Alis, Croswell, Melissa, Hodges, Lesley and Parish, Linda. (2011) Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap Project in a Kimberley Catholic school. 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. 306 - 314
Engaging with ethical praxis :a study of ethical issues arising from self-study research
Brandenburg, Robyn and Gervasoni, Ann. (2010) Engaging with ethical praxis :a study of ethical issues arising from self-study research. In L. B. Erickson, J. R. Young and S. Pinnegar (Ed.). Navigating the public and private: negotiating the diverse landscape of teacher education. USA: Brigham Young University. pp. 33 - 36
Bridging the numeracy gap for students in low SES communities :the power of a whole school approach
Gervasoni, Ann, Parish, Linda, Upton, Cait, Hadden, Teresa, Turkenburg, Kathie, Bevan, Kate, Livesey, Carole, Thompson, Deirdre, Crowswell, Melissa and Southwell, Julie. (2010) Bridging the numeracy gap for students in low SES communities :the power of a whole school approach. In L. Sparrow, B. Kissane and C. Hurst (Ed.). Shaping the future of mathematics education: proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 202 - 209
Students' opinions about characteristics of their desired mathematics lessons
Sullivan, Peter, Clarke, Doug and O'Shea, Helen. (2010) Students' opinions about characteristics of their desired mathematics lessons. In L. Sparrow, B. Kissane and C. Hurst (Ed.). Shaping the future of mathematics education: proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 531 - 538
The power of a single game to address a range of important ideas in fraction learning
Clarke, Doug and Roche, Anne. (2010) The power of a single game to address a range of important ideas in fraction learning. Australian Primary Mathematics Classroom. 15(3), pp. 18 - 24.
The Ballarat Clemente program: A doorway to the treasures of humanities education
Gervasoni, Ann, Smith, Jeremy and Howard, Peter. (2010) The Ballarat Clemente program: A doorway to the treasures of humanities education. In S. Howard (Ed.). AARE 2010 Conference Proceedings. Australia: Australian Association for Research in Education. pp. 1 - 12
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.
Developing Year 5 Students' Understanding of Density: Implications for Mathematics Teaching
Clarke, Doug, Hilton, Geoff, Dole, Shelley and Wright, Tony. (2009) Developing Year 5 Students' Understanding of Density: Implications for Mathematics Teaching. In Roberta Hunter, Brenda Bicknell and Tim Burgess (Ed.). Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia. Palmerston North, New Zealand: Mathematics Education Research Group of Australasia. pp. 153 - 160
Using a concept cartoon to gain insight into children's calculation strategies
Sexton, Matthew, Gervasoni, Ann Maree and Brandenburg, Robyn. (2009) Using a concept cartoon to gain insight into children's calculation strategies. Australian Primary Mathematics Classroom.
Using a concept cartoon to gain insight into children's calculation strategies
Sexton, Matthew, Gervasoni, Ann and Brandenburg, Robyn. (2009) Using a concept cartoon to gain insight into children's calculation strategies. Australian Primary Mathematics Classroom. 14(4), pp. 24 - 28.
Opportunities and challenges for teachers and students provided by tasks built around ''real'' contexts
Clarke, Douglas McLean and Roche, Anne. (2009) Opportunities and challenges for teachers and students provided by tasks built around ''real'' contexts. In R. Hunter, B. Bicknell and T. Burgess (Ed.). Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Palmerston North, New Zealand: Mathematics Education Research Group of Australasia. pp. 722 - 725
Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching
Sullivan, Peter, Clarke, Barbara and Clarke, Doug. (2009) Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching. Mathematics Education Research Journal. 21(1), pp. 85 - 105. https://doi.org/10.1007/BF03217539
Extending mathematical understanding: Middle years specialist teacher manual
Gervasoni, Ann Maree. (2009) Extending mathematical understanding: Middle years specialist teacher manual Ballarat Heritage Press.
Caught in the Middle: Tensions rise when Teachers and Students Relinquish Algorithms
Brandenburg, Robyn, Turkenburg, Kathie, Hadden, Teresa and Gervasoni, Ann Maree. (2009) Caught in the Middle: Tensions rise when Teachers and Students Relinquish Algorithms. In M Tzekaki, M. Kaldrimidou and H. Sakondis (Ed.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece: International Group for the Psychology of Mathemati.... pp. 57 - 64
Exploring the relationship between task, teacher actions, and the student learning
Sullivan, Peter, Clarke, Doug, Clarke, Barbara and O'Shea, Helen. (2009) Exploring the relationship between task, teacher actions, and the student learning. In M. Tzekaki, M. Kaldrimidou and H. Sakonidis (Ed.). In Search for Theories in Mathematics Education: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece: International Group for the Psychology of Mathemati.... pp. 185 - 192
Making Sense of Partitive and Quotitive Division :A snapshot of Teachers' Pedagogical Content Knowledge
Clarke, Douglas McLean and Roche, Anne. (2009) Making Sense of Partitive and Quotitive Division :A snapshot of Teachers' Pedagogical Content Knowledge. In Roberta Hunter, Brenda Bicknell and Tim Burgess (Ed.). Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia. Palmerston Nth, New Zealand: Mathematics Education Research Group of Australasia. pp. 467 - 474
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.
Using mathematical tasks built around "real" contexts: Opportunites and challenges for teachers and students: The need for greater challenge and relevance for students in the middle years
Clarke, Doug and Roche, Anne. (2009) Using mathematical tasks built around "real" contexts: Opportunites and challenges for teachers and students: The need for greater challenge and relevance for students in the middle years. Australian Primary Mathematics Classroom. 14(2), pp. 24 - 31.
Current problems and challenges concerning students with special needs
Yurhenko, Elena, Malaty, George, Ahlberg, Ann, Lorenz, Jens Holger and Gervasoni, Ann Maree. (2008) Current problems and challenges concerning students with special needs. In Mogens Niss (Ed.). Proceedings of the 10th International Conference on Mathematical Education. Roskilde, Denmark: IMFUFA. pp. 529 - 533
Ten practical tips for making fractions come alive and make sense
Clarke, Doug, Roche, Anne and Mitchell, Annie. (2008) Ten practical tips for making fractions come alive and make sense. Mathematics Teaching in the Middle School. 13(7), pp. 373 - 380.
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
Insights about identifying and assisting children who have difficulty learning mathematics
Gervasoni, Ann Maree. (2008) Insights about identifying and assisting children who have difficulty learning mathematics. In Lena Lindenskov and Claudia Segadas Vianna (Ed.). Topic Study Group 7: Activities and Programs for Students with Special Needs. Monterrey, Mexico: International Congress on Mathematical Education. pp. 1 - 4
The mathematics teacher as curriculum maker: Developing knowledge for enacting curriculum
Clarke, Doug. (2008) The mathematics teacher as curriculum maker: Developing knowledge for enacting curriculum. In In P. Sullivan and T. Wood (Ed.). Knowledge and Beliefs in Mathematics Teaching and Teaching Development pp. 133 - 151 Sense Publishers.
The problems and challenges of catering for the range of Mathematics abilities in Australian Primary classrooms
Gervasoni, Ann Maree. (2008) The problems and challenges of catering for the range of Mathematics abilities in Australian Primary classrooms. In Charles Opolot-Okurut and Joan Moss (Ed.). Discussion Group 20: Current Problems and Challenges in Primary Mathematics Education. Monterrey, Mexico: International Congress on Mathematical Education. pp. 1 - 6
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.
Understanding, assessing and developing young mathematical thinkers
Clarke, Douglas McLean. (2008) Understanding, assessing and developing young mathematical thinkers. In Mogens Niss (Ed.). Proceedings of the 10th International Conference on Mathematical Education. Roskilde, Denmark: Roskilde University. pp. 1 - 15
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.
Eliciting growth in teachers' proportional reasoning :Measuring the impact of a professional development program
Dole, Shelley, Clarke, Douglas McLean, Wright, Tony, Hilton, Geoff and Roche, Anne. (2008) Eliciting growth in teachers' proportional reasoning :Measuring the impact of a professional development program. In Merrilyn Goos, Ray Brown and Katie Makar (Ed.). Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Brisbane, Australia: Mathematics Education Research Group of Australasia. pp. 163 - 170
Children's number knowledge in the early years of schooling
Gervasoni, Ann Maree. (2007) Children's number knowledge in the early years of schooling. 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. 879 - 883
Year Six Fraction Understanding :A Part of the Whole Story
Clarke, Douglas McLean, Mitchell, Annie and Roche, Anne. (2007) Year Six Fraction Understanding :A Part of the Whole Story. 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.. Adelaide,Australia: Mathematics Education Research Group of Australasia. pp. 207 - 216
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
Ten key principles from research for the professional development of mathematics teachers
Clarke, Douglas McLean. (2007) Ten key principles from research for the professional development of mathematics teachers. In In G. C. Leder and H. J. Forgasz (Ed.). Stepping Stones for the 21st Century: Australasian Mathematics Education Research pp. 27 - 37 Sense Publishers.
Implementing a University Paradigm for Effective Community Engagement
Howard, Peter, Gervasoni, Ann Maree and Butcher, Jude. (2007) Implementing a University Paradigm for Effective Community Engagement. In Peter L. Jeffrey (Ed.). Proceedings of the Australian Association for Research in Education (AARE) 2007 International Education Research Conference. Research impacts: proving or improving?. Melbourne, Australia: Australian Association for Research in Education. pp. 1 - 10
Exploring the number knowledge of children to inform the development of a professional learning plan for teachers in the Ballarat diocese as a means of building community capacity
Turkenburg, Kathie, Hadden, Teresa and Gervasoni, Ann Maree. (2007) Exploring the number knowledge of children to inform the development of a professional learning plan for teachers in the Ballarat diocese as a means of building community capacity. 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. 305 - 314
Assessing and teaching children who have difficulty learning arithmetic
Gervasoni, Ann and Sullivan, Peter. (2007) Assessing and teaching children who have difficulty learning arithmetic. Educational and Child Psychology. 24(2), pp. 40 - 53.
Making Connections Science and Mathematics :The MC SAM Project
Clarke, Douglas McLean, Hilton, Geoff, Wright, Tony and Dole, Shelley. (2007) Making Connections Science and Mathematics :The MC SAM Project. In U.H. Cheah, Y. Wahyudi and R.P. Devadson (Ed.). Refining Learning Culture for Sustainability (Proceedings of the 2nd International Conference on Science and mathematics Education. Penang, Malaysia: SEAMEO RECSAM. pp. 184 - 194
Fractions as division: The forgotten notion?
Clarke, Doug. (2006) Fractions as division: The forgotten notion? Australian Primary Mathematics Classroom. 11(3), pp. 4 - 10.
When successful comparison of decimals doesn't tell the story
Roche, Anne and Clarke, Douglas McLean. (2006) When successful comparison of decimals doesn't tell the story. In J. Novotna, H. Moraova and M. Kratka (Ed.). Proceedings of the 30th Conference of the International Group of Psychology of Mathematics Education. Prague, Czech Republic: Charles University. pp. 425 - 432
Insights about the addition strategies used by grade 1 and grade 2 children who are vulnerable in number learning
Gervasoni, Ann Maree. (2006) Insights about the addition strategies used by grade 1 and grade 2 children who are vulnerable in number learning. In J. Novotna, H. Moraova and M. Kratka (Ed.). Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics. Prague, Czeckoslovakia: Charles University. pp. 177 - 184
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.
A longitudinal study of children's mental computation skills
Clarke, Douglas McLean, Clarke, Barbara and Horne, Marjorie. (2006) A longitudinal study of children's mental computation skills. In J. Novotna, H. Moraova and M. Kratka (Ed.). Proceedings of the 30th Conference of the International Group of Psychology of Mathematics. Prague, Czech Republic: Charles University. pp. 329 - 336
Assessing student understanding of fractions using task-based interviews
Clarke, Douglas McLean, Roche, Anne, Mitchell, Annie and Sukenik, Michal. (2006) Assessing student understanding of fractions using task-based interviews. In J. Novotna, H. Moraova and M. Kratka (Ed.). Proceedings of the 30th Conference of the International Group of Psychology of Mathematics Education. Prague, Czech Republic: Charles University. pp. 337 - 344
Examining the changed role of numeracy coordinators
Clarke, Douglas McLean and Cheeseman, Jill. (2006) Examining the changed role of numeracy coordinators. In P. Grootenboer, R. Zevenbergen and M. Chinnappan (Ed.). Identities; Cultures; and Learning: Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia. Canberra, Australia: Mathematics Education Research Group of Australasia. pp. 123 - 130
Using growth points to describe pathways for young children's number learning
Gervasoni, Ann Maree. (2005) Using growth points to describe pathways for young children's number learning. In H Chick and J Vincent (Ed.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics. Melbourne, Australia: University of Melbourne. pp. 156 - 161
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
The diverse learning needs of young children who were selected for an intervention program
Gervasoni, Ann Maree. (2005) The diverse learning needs of young children who were selected for an intervention program. In H. Chick and J. Vincent (Ed.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics. Melbourne, Australia: University of Melbourne. pp. 33 - 40
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.
The challenge of meeting the instructional needs of grade 1 and grade 2 children who are at risk in mathematics
Gervasoni, Ann Maree. (2004) The challenge of meeting the instructional needs of grade 1 and grade 2 children who are at risk in mathematics. In I. Putt, R. Faragher and M. McLean (Ed.). Mathematics Education for the Third Millennium: Towards 2010. Sydney,Australia: Mathematics Education Research Group of Australasia. pp. 247 - 254
Mathematics teaching in grades K-2: Painting a picture of challenging; supportive and effective classrooms
Clarke, Douglas McLean and Clarke, Barbara. (2004) Mathematics teaching in grades K-2: Painting a picture of challenging; supportive and effective classrooms. In In R. N. Rubenstein and G. Bright (Ed.). Perspectives on the Teaching of Mathematics (66th Yearbook) pp. 67 - 81 National Council of Teachers of Mathematics.
Making mathematics challenging and enjoyable in the middle years
Clarke, Doug. (2004) Making mathematics challenging and enjoyable in the middle years. Australian Journal of Middle Schooling. 4(1), pp. 1 - 8.
Issues in the teaching of algorithms in the primary years
Clarke, Douglas McLean. (2004) Issues in the teaching of algorithms in the primary years. In In E. Clarke, L. Johansson and W. Lester (Ed.). International Perspectives on Learning and Teaching Mathematics pp. 21 - 36 National Center for Mathematics Education.
When is three quarters not three quarters? Listening for conceptual understanding in children's explanations in a fraction interview
Mitchell, Annie and Clarke, Doug. (2004) When is three quarters not three quarters? Listening for conceptual understanding in children's explanations in a fraction interview. In Ian Putt, Rhonda Farragher and Mal McLean (Ed.). Mathematics Education for the third millennium: Towards 2010, Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia. Townsville,Australia: James Cook University. pp. 367 - 373
When does the successful comparison of decimals reflect conceptual understanding?
Clarke, Douglas McLean and Roche, Anne. (2004) When does the successful comparison of decimals reflect conceptual understanding? In Ian Putt, Rhonda Farragher and Mal McLean (Ed.). Mathematics Education for the Third Millennium: Towards 2010 (Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australia). Townsville,Australia: James Cook University. pp. 486 - 493
Using questioning to elicit and develop children's mathematical thinking
Clarke, Barbara and Clarke, Douglas McLean. (2004) Using questioning to elicit and develop children's mathematical thinking. In In G.W. Bright and R.N. Rubenstein (Ed.). Perspectives on the teaching of mathematics pp. 5 - 10 National Council of Teachers of Mathematics.
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.
Encouraging perseverance in elementary mathematics
Clarke, Doug and Clarke, Barbara. (2003) Encouraging perseverance in elementary mathematics. Teaching Children Mathematics.
An issue in teaching and learning subtraction: What's the difference?
Clarke, Doug. (2003) An issue in teaching and learning subtraction: What's the difference? Australian Primary Mathematics Classroom. 8(3), pp. 4 - 11.
Identifying and assisting children who are impeded in learning mathematics
Gervasoni, Ann. (2003) Identifying and assisting children who are impeded in learning mathematics. Australian Primary Mathematics Classroom. 8(4), pp. 4 - 9.
Understanding; assessing and developing young children's mathematical thinking
McDonough, A., Clarke, Doug and Clarke, Barbara. (2003) Understanding; assessing and developing young children's mathematical thinking. 9th National Conference of the Association for Mathematics Education of South Africa. Cape Town,South Africa: Association for Mathematics Education of South Africa. pp. 11 - 31
Difficulties children face when learning to count
Gervasoni, Ann Maree. (2003) Difficulties children face when learning to count. In L. Bragg, C. Campbell and G. Herbert (Ed.). Mathematics education research: Innovation; networking; opportunity. Proceedings of the 26th annual conference. Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 388 - 395
Assessing and developing measurement with young children
Clarke, Douglas McLean, Cheeseman, Jill and McDonough, Andrea Mary. (2003) Assessing and developing measurement with young children. In In D. H. Clements and G. Bright (Ed.). Learning and Teaching Measurement pp. 68 - 80 National Council of Teachers of Mathematics.
Key transitions in counting development for young children who experience difficulty
Gervasoni, Ann Maree. (2003) Key transitions in counting development for young children who experience difficulty. In N. Pateman, B. Dougherty and J. Zilliox (Ed.). Proceedings of the 2003 Joint Meeting of PME and PMENA. Honolulu, United States: International Group for the Psychology of Mathemati.... pp. 421 - 427
Understanding assessing and developing young children's mathematical thinking: Research as a powerful tool for professional growth
Clarke, Doug. (2001) Understanding assessing and developing young children's mathematical thinking: Research as a powerful tool for professional growth. 24th Annual MERGA Conference. pp. 11 - 29