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Teacher professional learning in numeracy: Trajectories through a model for numeracy in the 21st century
Geiger, Vince Goos, Merrilyn Dole, Shelley
Geiger, Vince
Goos, Merrilyn
Dole, Shelley
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Abstract
This paper reports on a year long, state wide research project that aimed to assist primary and secondary teachers to improve their teaching and learning practices through engagement with a new model of numeracy. Data collection included sequence maps of participants’ development as teachers of numeracy as elements of the model became more prominent in their thinking and planning. Semi-structured interviews were also used to clarify and expand upon teachers’ perceptions of their own development. Findings include a propensity to begin with the dispositions element of the model but responses showed that in most cases all elements were eventually addressed by each teacher.
Keywords
Date
2011
Type
Conference item
Journal
Book
Volume
1
Issue
Page Range
297-305
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
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DOI
Source URL
Event URL
Open Access Status
License
File Access
Controlled