Examining changes in young Aboriginal and Torres Strait Island students and their beginning primary school teachers’ engagement in the teaching and learning of mathematics

Journal article

Miller, Jodie, Warren, Elizabeth and Armour, Danielle. (2020). Examining changes in young Aboriginal and Torres Strait Island students and their beginning primary school teachers’ engagement in the teaching and learning of mathematics. ZDM. 52(3), pp. 557-569. https://doi.org/10.1007/s11858-019-01077-1
AuthorsMiller, Jodie, Warren, Elizabeth and Armour, Danielle
Abstract

This paper examines the outcomes of a 4-year implementation of a mathematics program (Representations, oral language and engagement in Mathematics: RoleM) for Australian Aboriginal and Torres Strait Island students’ learning of mathematics across the first 4 years of primary school (Foundation—Year 3). It specifically aims to determine how engagement in teaching and learning mathematics changes as beginning teachers and student participate in the RoleM project. Data were collected from teachers across the 4 years of the RoleM project who were working in schools with young Aboriginal and Torres Strait Islander students. This paper draws on data from 22 beginning teachers (in their first 3 years of teaching) who participated in three semi-structured interviews. Findings indicate that the relationship between the constructs of engagement are potentially on a continuum, with changes in teacher perspectives of their own engagement and students’ engagement acting in a synchronised manner.

Keywordsbeginning teachers; Aboriginal and Torres Strait Islander students; engagement; mathematics education; primary school
Year2020
JournalZDM
Journal citation52 (3), pp. 557-569
PublisherSpringer
ISSN1863-9690
Digital Object Identifier (DOI)https://doi.org/10.1007/s11858-019-01077-1
Scopus EID2-s2.0-85070079871
Research or scholarlyResearch
Page range557-569
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Print31 Jul 2019
Publication process dates
Accepted25 Jul 2019
Deposited02 Jul 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/LP100100154
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Doig, Shani, Baturo, Annette, Warren, Elizabeth Anne and Cooper, Tom. (2004). Young white teachers' perceptions of mathematics learning of aboriginal and non-aboriginal students in remote communities. In Marit Johnsen Hoines and Anne Berit Fuglestad (Ed.). Proceedings of the 28th Conference of the International group for the psychology of mathematics education. Bergen,Norway: Bergen University College. pp. 239 - 246
The role of arithmetic structure in the transition from arithmetic to algebra
Warren, Elizabeth. (2003). The role of arithmetic structure in the transition from arithmetic to algebra. Mathematics Education Research Journal. 15(2), pp. 122 - 137.
Open-ended realistic division problems, generalization and early algebra
Coope, Tom and Warren, Elizabeth A.. (2003). Open-ended realistic division problems, generalization and early algebra. Proceedings of the 27th conference of the international group for the psychology of mathematics education. Honolulu, Hawaii: International Group for the Psychology of Mathemati.... pp. 245 - 253
Parent partnerships within Catholic school communities: Values underpins success
Warren, Elizabeth, Young, Janelle and Hanifin, Pam. (2003). Parent partnerships within Catholic school communities: Values underpins success. Journal of Empirical Theology. 4(1), pp. 63 - 80.
Young children's understanding of equals: A longitudinal study
Warren, Elizabeth Anne. (2003). Young children's understanding of equals: A longitudinal study. In Neil Pateman, Barbara Dougherty and Joseph Zilliox (Ed.). Navigating between theory & practice PME27. Honolulu, Hawaii USA: CRDG College of Education - University of Hawaii. pp. 379 - 386
Introducing equivalence and inequivalence in year 2
Warren, Elizabeth and Cooper, Tom. (2003). Introducing equivalence and inequivalence in year 2. Australian Primary Mathematics Classroom. 8(1), pp. 9 - 14.
Language arithmetic & young children's interpretations
Warren, Elizabeth. (2003). Language arithmetic & young children's interpretations. Focus on Learning Problems in Mathematics. 25(4), pp. 22 - 35.
Arithmetic pathways towards algebraic thinking: Exploring arithmetic compensation in year 3
Warren, Elizabeth and Cooper, Tom. (2003). Arithmetic pathways towards algebraic thinking: Exploring arithmetic compensation in year 3. Australian Primary Mathematics Classroom. 8(4), pp. 10 - 16.
Number combinations and arithmetic structure: Implications for early algebra
Warren, Elizabeth Anne. (2003). Number combinations and arithmetic structure: Implications for early algebra. In L. Bragg, C. Campbell and G. Herbert (Ed.). Mathematics Education Research: Innovation; Networkings; Opportunity: Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australia. Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 712 - 719
Collaboration and sharing as crucial elements of professional development
Warren, Elizabeth Anne, Nisbet, Stephen and Cooper, Tom. (2003). Collaboration and sharing as crucial elements of professional development. In In A. Peter-Koop, V. Santos-Wagner and C. Breen et al. (Ed.). Collaboration in Teacher Education: Examples from the Context of Mathematics Education pp. 23 - 40 Kluwer Academic Publishers.
Lifelong learning and teacher education
Chapman, Judith, Toomey, Ron, McGilp, Jacqueline, Walsh, Maureen, Warren, Elizabeth Anne and Gaff, Janet. (2003). Lifelong learning and teacher education Melbourne, Australia: Australian Teacher Education Association.
Learning for life
Walsh, Maureen Patricia, Chapman, Judith Dorothy, McGilp, Jacqueline, Toomey, Ron and Warren, Elizabeth A.. (2003). Learning for life. In In bFrank Crowther (Ed.). Teachers as Leaders in a Knowledge Society pp. 69 - 80 Australian College of Educators.
Literacy and numeracy in the home: Parents supporting children's learning
Young, Janelle Patricia and Warren, Elizabeth Anne. (2002). Literacy and numeracy in the home: Parents supporting children's learning. In Bill Cope and Mary Kalantzis (Ed.). Learning for the Future: Proceedings of the Learning Conference 2001. Melbourne, Australia: Common Ground Publishing. pp. 369 - 376
Arithmetic and quasi-variables: A year 2 lesson to introduce algebra in the early years
Warren, Elizabeth Anne. (2002). Arithmetic and quasi-variables: A year 2 lesson to introduce algebra in the early years. In A. Cockburn and E. Nardi (Ed.). International Group for the Psychology of Mathematics Education: Proceedings of the 26th Annual Conference. Norwich, England: University of East Anglia. pp. 369 - 376
Children's understanding of 'turn arounds'
Warren, Elizabeth. (2002). Children's understanding of 'turn arounds'. Australian Primary Mathematics Classroom. 7(1), pp. 9 - 13.
Parent and school partnerships in supporting literacy and numeracy
Warren, Elizabeth and Young, Janelle. (2002). Parent and school partnerships in supporting literacy and numeracy. Asia-Pacific Journal of Teacher Education. 30(3), pp. 217 - 228.