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

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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
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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.). 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. 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.). 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. 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.). 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
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.). 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. 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
Written algorithms in the primary years: Undoing the good work?
Clarke, D.. (2005). Written algorithms in the primary years: Undoing the good work? In M. Coupland, 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. 93 - 98
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