Enhancing a mathematics leader’s knowledge for teaching througha co-teaching situation

Conference paper

Livy, Sharyn, Yanni, Marie, Downton, Ann and Muir, Tracey. (2019). Enhancing a mathematics leader’s knowledge for teaching througha co-teaching situation. 42nd annual conference of the mathematics education research group of Australasia. Curtin University, Perth, Western Australia, Australia 30 Jun - 04 Jul 2019 Australia: Mathematics Education Research Group of Australasia. pp. 460
AuthorsLivy, Sharyn, Yanni, Marie, Downton, Ann and Muir, Tracey
TypeConference paper
Abstract

This paper reports on a mathematics leader who participated as a co-teacher alongside a teacher educator in a university classroom. The collaboration was designed to bring the profession into the university. Case study research design and qualitative methods were used to analyse written self-reflections, transcripts of interviews and the co-teachers’ post-lesson discussion notes. Along with identifying the benefits of the co-teaching for pre-service teachers, it became evident that the mathematics leader also benefitted from this experience. The findings suggest that such collaborative co-teaching experiences may be a legitimate professional learning experience for school mathematics leaders.

Keywordsmathematics education; self reflection; co-teaching; professional development; leadership ; teacher training; team teaching
Year01 Jan 2019
PublisherMathematics Education Research Group of Australasia
Web address (URL)https://eric.ed.gov/?q=source%3a%22mathematics+education+research+group+of+australasia%22&ff1=autMuir%2c+Tracey&ff2=subElementary+School+Teachers&id=ED604178
Open accessPublished as non-open access
Research or scholarlyResearch
Publisher's version
License
All rights reserved
File Access Level
Controlled
Book titleMathematics education research: Impacting practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia)
Page range460
467
Book editorHine, G.
Blackley, S.
Cooke, A.
Web address (URL) of conference proceedingshttps://archive.merga.net.au/Public/Public/Publications/Conference_Proceedings.aspx
Output statusPublished
Publication dates
Print2019
Publication process dates
Deposited13 Aug 2024
Additional information

© MERGA Inc. 2019.

Place of publicationAustralia
Permalink -

https://acuresearchbank.acu.edu.au/item/90w7y/enhancing-a-mathematics-leader-s-knowledge-for-teaching-througha-co-teaching-situation

Log in to edit

Restricted files

Publisher's version

  • 12
    total views
  • 0
    total downloads
  • 1
    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

Learning from home during COVID-19 : primary school parents’ perceptions of their school’s management of the home-learning situation
Muir, Tracey, Muir, Bethany, Hicks, David, Beasy, Kim and Murphy, Carol. (2024). Learning from home during COVID-19 : primary school parents’ perceptions of their school’s management of the home-learning situation. Cogent Education. 11(1), pp. 1-18. https://doi.org/10.1080/2331186X.2024.2308414
Heads or tails and 1, 2, 3, and 4
Muir, Tracey and Fielding, Jill. (2023). Heads or tails and 1, 2, 3, and 4. In In The Mathematical Association of Western Australia (Ed.). The World, Not According to Derek Hurrell pp. 62 The Mathematical Association of Western Australia.
Peer collaboration in early years mathematics: A linguistic analysis
Murphy, Carol, Thomas, Damon and Muir, Tracey. (2023). Peer collaboration in early years mathematics: A linguistic analysis. 45th annual conference of the Mathematics Education Research Group of Australasia. University of Newcastle, Newcastle, New South Wales, Australia 02 - 06 Jul 2023 Australia: MERGA. pp. 379 - 386
Achieving teacher professional growth through a focus on making students' mathematical thinking visible
Muir, Tracey. (2023). Achieving teacher professional growth through a focus on making students' mathematical thinking visible. Proceedings of the 45th Annual Conference of the Mathematics Education Research Group of Australasia . University of Newcastle, Newcastle, Australia 02 - 06 Jul 2023 Australia: MERGA. pp. 371-378
Detailed characterisation of online teaching which optimises student support
Muir, Tracey, Douglas, Tracy, Wang, Isabel, Richey, Stephanie, Fan, Si, Trimble, Allison, Chase, James and Mainsbridge, Casey. (2023). Detailed characterisation of online teaching which optimises student support. In Adapting to online and blended learning in higher education pp. 315-350 Springer. https://doi.org/10.1007/978-981-99-0898-1_15
Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning
Livy, Sharyn, Muir, Tracey, Trakulphadetkrai, Natthapoj Vincent and Larkin, Kevin. (2023). Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education. 26(1), pp. 5-26. https://doi.org/10.1007/s10857-021-09517-0
Keeping the party in full swing : Findings on online student engagement with teacher education students
Hopwood, Belinda, Dyment, Janet, Downing, Jillian, Stone, Cathy, Muir, Tracey, Freeman, Elizabeth and Milthorpe, Naomi. (2023). Keeping the party in full swing : Findings on online student engagement with teacher education students. Journal of Continuing Higher Education. 71(1), pp. 40-58. https://doi.org/10.1080/07377363.2021.1966922
Supporting engagement and retention of online and blended-learning students : A qualitative study from an Australian University
Fan, Si, Trimble, Allison, Kember, David, Muir, Tracey, Douglas, Tracy, Wang, Yanjun, Masters, Jennifer and Mainsbridge, Casey. (2023). Supporting engagement and retention of online and blended-learning students : A qualitative study from an Australian University. The Australian Educational Researcher. pp. 1-19. https://doi.org/10.1007/s13384-022-00605-5
Teacher professional learning in large teaching spaces : An Australian case study
Prain, Vaughan, Muir, Tracey, Lovejoy, Valerie, Farrelly, Cathleen, Emery, Sherridan, Thomas, Damon, Deed, Craig and Tytler, Russell. (2022). Teacher professional learning in large teaching spaces : An Australian case study. Issues in Educational Research. 32(4), pp. 1548-1566.
Creative approaches to teaching mathematics education with online tools during COVID-19
Livy, Sharyn, Muir, Tracey, Murphy, Carol and Trimble, Allison. (2022). Creative approaches to teaching mathematics education with online tools during COVID-19. International Journal of Mathematical Education in Science and Technology. 53(3), pp. 573-581. https://doi.org/10.1080/0020739X.2021.1988742
Horizon knowledge and the complexities of contingency : A scenario from a senior secondary mathematics classroom
Maher, Nicole, Chick, Helen and Muir, Tracey. (2022). Horizon knowledge and the complexities of contingency : A scenario from a senior secondary mathematics classroom. For the Learning of Mathematics. 42(1), pp. 15-17.
Making the transition from on-campus to online learning : Pre-service teachers' experiences of online learning as a result of COVID-19
Muir, Tracey, Livy, Sharyn, Murphy, Carol and Trimble, Allison. (2022). Making the transition from on-campus to online learning : Pre-service teachers' experiences of online learning as a result of COVID-19. Journal of University Teaching & Learning Practice. 19(5), pp. 1-21.
Unleashing adult learners’ numeracy agency through self-determined online professional development
Walsh, Chris, Bragg, Leicha, Muir, Tracey and Oates, Greg. (2022). Unleashing adult learners’ numeracy agency through self-determined online professional development. The International Review of Research in Open and Distributed Learning. 23(3), pp. 240-258. https://doi.org/10.19173/irrodl.v23i3.6046
Using interactive online pedagogical approaches to promote student engagement
Muir, Tracey, Wang, Isabel, Trimble, Allison, Mainsbridge, Casey and Douglas, Tracy. (2022). Using interactive online pedagogical approaches to promote student engagement. Education Sciences. 12(6), p. Article 415. https://doi.org/10.3390/educsci12060415
Team teaching in large spaces : Three case studies framed by relational agency
Prain, Vaughan, Emery, Sherridan, Thomas, Damon, Lovejoy, Valerie, Farrelly, Cathleen, Baxter, Lindy, Blake, Damian, Deed, Craig, Edwards, Marie-Christina, Fingland, Doug, Mooney, Amanda, Muir, Tracey, Swabey, Karen, Tytler, Russell, Workman, Emma, Daniel-Zitzlaff, Tina and Henriksen, Joanne. (2022). Team teaching in large spaces : Three case studies framed by relational agency. Teaching Education. 33(3), pp. 272-285. https://doi.org/10.1080/10476210.2020.1868423
University and school research partnerships as a source of professional growth in regional communities
Swabey, Karen, Muir, Tracey, Thomas, Damon, Emery, Sherridan and Edwards, Marie-Christina. (2022). University and school research partnerships as a source of professional growth in regional communities. The Australian Educational Researcher. 49(5), pp. 961-977. https://doi.org/10.1007/s13384-021-00477-1
The influences of social, cognitive, and teaching presence on pre-service teachers’ online engagement in productive mathematical discourse
Muir, Tracey. (2022). The influences of social, cognitive, and teaching presence on pre-service teachers’ online engagement in productive mathematical discourse. International Journal of Mathematical Education in Science and Technology. pp. 1-18. https://doi.org/10.1080/0020739X.2022.2119176
Analysing senior secondary mathematics teaching using the Knowledge Quartet
Maher, Nicole, Muir, Tracey and Chick, Helen. (2022). Analysing senior secondary mathematics teaching using the Knowledge Quartet. Educational Studies in Mathematics. 110(2), pp. 233-249. https://doi.org/10.1007/s10649-021-10125-1
Achieving Teacher Professional Growth Through Professional Experimentation and Changes in Pedagogical Practices
Muir, Tracey, Deed, Craig, Thomas, Damon and Emery, Sherridan. (2021). Achieving Teacher Professional Growth Through Professional Experimentation and Changes in Pedagogical Practices. Australian Journal of Teacher Education. 46(9), pp. 22-38. https://doi.org/10.14221/ajte.2021v46n9.2
Capitalising on student mathematical data : An impetus for changing mathematics teaching approaches
Muir, Tracey. (2021). Capitalising on student mathematical data : An impetus for changing mathematics teaching approaches. 43rd annual conference of the Mathematics Education Research Group of Australasia. Singapore: Australia: Mathematics Education Research Group of Australasia. pp. 297
The Tattslotto question : Exploring PCK in the senior secondary mathematics classroom
Maher, Nicole, Chick, Helen and Muir, Tracey. (2021). The Tattslotto question : Exploring PCK in the senior secondary mathematics classroom. 43rd annual conference of the Mathematics Education Research Group of Australasia. Singapore: Singapore: Mathematics Education Research Group of Australasia. pp. 289
The impact of experiences, dispositions, and beliefs on practice
Reaburn, Robyn, Murphy, Caroline, Muir, Tracey and Fitzallen, Noleine. (2021). The impact of experiences, dispositions, and beliefs on practice. Mathematics Teacher Education and Development. 23(2), pp. 1-3.
MTED Editorial : Celebrating ways forward and recognising dilemmas
Murphy, Carol, Muir, Tracey, Fitzallen, Noleine and Reaburn, Robyn. (2021). MTED Editorial : Celebrating ways forward and recognising dilemmas. Mathematics Teacher Education and Development. 23(1), pp. 1-4.
Applying the knowledge quartet to mathematics teacher educators : A case study undertaken in a co-teaching context
Muir, Tracey, Livy, Sharyn Livy and Downton, Ann. (2021). Applying the knowledge quartet to mathematics teacher educators : A case study undertaken in a co-teaching context. In The Learning and Development of Mathematics Teacher Educators - International Perspectives and Challenges pp. 41-62 Springer Nature. https://doi.org/10.1007/978-3-030-62408-8_3
In pursuit of a healthy academic status and student experience : An approach to supporting academically fragile students in higher education
Mainsbridge, Casey, Muir, Tracey, Fan, Si and Douglas, Tracy. (2021). In pursuit of a healthy academic status and student experience : An approach to supporting academically fragile students in higher education. Student Engagement in Higher Education Journal. 4(1), pp. 110-127.
Learning from home learning : Crossing boundaries of place and identity
Beasy, Kim, Murphy, Carol, Hicks, David and Muir, Tracey. (2021). Learning from home learning : Crossing boundaries of place and identity. Geographical Research. 59(3), pp. 341-348. https://doi.org/10.1111/1745-5871.12482
Self-determination theory and the flipped classroom : A case study of a senior secondary mathematics class
Muir, Tracey. (2021). Self-determination theory and the flipped classroom : A case study of a senior secondary mathematics class. Mathematics Education Research Journal. 33(3), pp. 569-587. https://doi.org/10.1007/s13394-020-00320-3
Student perceptions of learning challenges in year 7
Ludicke, Penelope, Muir, Tracey and Swabey, Karen. (2021). Student perceptions of learning challenges in year 7. The Australian Educational Researcher. 48(2), pp. 303-319. https://doi.org/10.1007/s13384-020-00397-6
Dynamic approaches to online learning of numeracy foreducators and families
Muir, Tracey, Bragg, Leicha, Murphy, Carol, Walsh, Chris and Oates, Greg. (2020). Dynamic approaches to online learning of numeracy foreducators and families. Australian Primary Mathematics Classroom. 25(4), pp. 25-30. https://doi.org/10.3316/aeipt.229518
MTED Editorial : Challenges and Opportunities
Muir, Tracey, Murphy, Caroline, Reaburn, Robyn and Fitzallen, Noleine. (2020). MTED Editorial : Challenges and Opportunities. Mathematics Teacher Education and Development. 22(1), pp. 1-4.
Characteristics of a secondary school with improved NAPLAN results
Herbert, Sandra, Muir, Tracey and Livy, Sharyn Livy. (2020). Characteristics of a secondary school with improved NAPLAN results. Mathematics Education Research Journal. 32(3), pp. 387-410. https://doi.org/10.1007/s13394-019-00304-y
Facilitation strategies for enhancing the learning and engagement of online students
Muir, Tracey, Douglas, Tracy and Trimble, Allison. (2020). Facilitation strategies for enhancing the learning and engagement of online students. Journal of University Teaching & Learning Practice. 17(3), pp. 1-17.
Teacher adaptation to flexible learning environments
Deed, Craig, Blake, Damian, Henriksen, Joanne, Mooney, Amanda, Prain, Vaughan, Tytler, Russell, Zitzlaff, Tina, Edwards, Marie, Emery, Sherridan, Muir, Tracey, Swabey, Karen, Thomas, Damon, Farrelly, Cathleen, Lovejoy, Valerie, Meyers, Noel and Fingland, Doug. (2020). Teacher adaptation to flexible learning environments. Learning Environments Research. 23(2), pp. 153-165. https://doi.org/10.1007/s10984-019-09302-0
Primary Mathematics : Integrating Theory with Practice
Serow, Penelope, Callingham, Rosemary and Muir, Tracey. (2019). Primary Mathematics : Integrating Theory with Practice Cambridge University Press. https://doi.org/10.1017/9781108665377
Developing Early Maths through Story - Step-by-step advice for using storytelling as a springboard for maths activities
Leeper, Marion and Muir, Tracey. (2019). Developing Early Maths through Story - Step-by-step advice for using storytelling as a springboard for maths activities Essential Resources Educational Publishers Ltd..
Are athletes getting better over time?
Muir, Tracey and Wells, Jill. (2019). Are athletes getting better over time? Australian Primary Mathematics Classroom. 24(3), pp. 15-20. https://doi.org/10.3316/aeipt.226994
MTED Editorial : Frameworks for evaluating the work of teachers and teacher educators
Reaburn, Robyn, Muir, Tracey, Murphy, Caroline and Fitzallen, Noleine. (2019). MTED Editorial : Frameworks for evaluating the work of teachers and teacher educators . Mathematics Teacher Education and Development. 21(1), pp. 1-3.
Flipping the learning of mathematics : Different enactments of mathematics instruction in secondary classrooms
Muir, Tracey. (2019). Flipping the learning of mathematics : Different enactments of mathematics instruction in secondary classrooms. International Journal for Mathematics Teaching and Learning. 20(1), pp. 18-32. https://doi.org/10.4256/ijmtl.v20i1.139
Chronicling engagement : Students’ experience of online learning over time
Muir, Tracey, Milthorpe, Naomi, Stone, Cathy, Dyment, Janet, Freeman, Elizabeth and Hopwood, Belinda. (2019). Chronicling engagement : Students’ experience of online learning over time. Distance Education. 40(2), pp. 262-277. https://doi.org/10.1080/01587919.2019.1600367
Identifying and supporting young adolescent academic underachievers in year 7 and 8 classrooms
Ludicke, Penelope, Muir, Tracey and Swabey, Karen. (2019). Identifying and supporting young adolescent academic underachievers in year 7 and 8 classrooms. Issues in Educational Research. 29(2), pp. 458-484.
Umbrella action research projects as a mechanism for learning and teaching quality enhancement
Kember, David, Douglas, Tracy, Muir, Tracey and Salter, Susan. (2019). Umbrella action research projects as a mechanism for learning and teaching quality enhancement. Higher Education Research and Development. 38(6), pp. 1285-1298. https://doi.org/10.1080/07294360.2019.1638350
It’s more than the videos : Examining the factors that impact upon students’ uptake of the flipped classroom approach in a senior secondary mathematics classroom
Muir, Tracey. (2018). It’s more than the videos : Examining the factors that impact upon students’ uptake of the flipped classroom approach in a senior secondary mathematics classroom. Australia: Mathematics Education Research Group of Australasia. pp. 567
Challenging tasks lead to productive struggle!
Livy, Sharyn Livy, Muir, Tracey and Sullivan, Peter. (2018). Challenging tasks lead to productive struggle! Australian Primary Mathematics Classroom. 23(1), pp. 19-24. https://doi.org/10.3316/informit.484804037202568
Engagement and impact : A focus on mathematics teacher educators’ studies into practice
Muir, Tracey, Bragg, Leicha and Livy, Sharyn. (2018). Engagement and impact : A focus on mathematics teacher educators’ studies into practice. Mathematics Teacher Education and Development. 20(3), pp. 1-3.
Bringing the profession into university classrooms : Narratives of learning from co-teaching primary mathematics
Livy, Sharyn Livy, Alagappan, Johnson, Muir, Tracey and Downton, Ann. (2018). Bringing the profession into university classrooms : Narratives of learning from co-teaching primary mathematics. In Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning pp. 143-161 Springer Singapore. https://doi.org/10.1007/978-981-13-0815-4_9
Linking practice and theory : A case study of mathematical discourse between a mathematics teacher educator and a primary classroom teacher
Downton, Ann, Muir, Tracey and Livy, Sharyn. (2018). Linking practice and theory : A case study of mathematical discourse between a mathematics teacher educator and a primary classroom teacher. Mathematics Teacher Education and Development. 20(3), pp. 102-118.
School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes
Muir, Tracey, Livy, Sharyn, Herbert, Sandra and Callingham, Rosemary. (2018). School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes. The Australian Educational Researcher. 45(3), pp. 297-313. https://doi.org/10.1007/s13384-017-0252-9
A framework to support personalising prescribed school curricula
Prain, Vaughan, Blake, Damian, Deed, Craig, Edwards, Marie, Emery, Sherridan, Farrelly, Cathleen, Fingland, Doug, Henriksen, Joanne, Lovejoy, Valerie, Meyers, Noel, Mooney, Amanda, Muir, Tracey, Sbaglia, Robert, Swabey, Karen, Thomas, Damon, Tytler, Russell and Daniel, Tina. (2018). A framework to support personalising prescribed school curricula. British Educational Research Journal. 44(6), pp. 1101-1119. https://doi.org/10.1002/berj.3481