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• W1560992045 abstract "This paper reports on teachers’ choice of examples and the role they play in students’ construction of knowledge. Selecting an appropriate example is a challenging task for teachers, with both the teacher’s content and pedagogical content knowledge being a determining factor in the selection process. A case study approach was used to document the nature of three different teachers’ choice of examples. Qualitative descriptions illustrate the types of examples selected and the understandings the students constructed from these examples. The findings indicate that teachers need to consider carefully their choice of examples to avoid the likelihood of students forming misconceptions about important mathematical concepts. Background According to Askew (2005) effective teaching of numeracy involves helping students acquire knowledge of and facility with numbers, number relations, and number operations and assisting them with building an integrated network of understanding, techniques, strategies and application skills. In assisting students to construct understanding, teachers often select examples to illustrate particular principles, concepts and techniques. The selection of examples can be an indicator of effective teaching for numeracy, with both the teacher’s content and pedagogical content knowledge being a determining factor in the selection process. There has been considerable research into what constitutes effective teaching of numeracy (Groves, Mousley, & Forgasz, 2006) including the Effective Teaching of Numeracy project (Askew, Brown, Rhodes, Johnson, & Wiliam, 1997a), which identified effective teachers of numeracy based on rigorous evidence of increases in pupil attainment, not on presumptions of “good practice”. Their findings identified a number of characteristics which were common among effective numeracy teachers. Other studies (e.g., Jones, Tanner, & Treadaway, 2000; Clarke & Clarke, 2002; Saunders, 2004) supported these findings which indicated that effective teachers of numeracy: • Maintained a focus on and taught for conceptual understanding of important mathematical ideas • Used a variety of teaching approaches which foster connections between both different areas of mathematics and previous mathematical experiences • Encouraged purposeful discussion through the use of question types to probe and challenge children’s thinking and reasoning and encouraging children to explain their mathematical thinking • Possessed knowledge and awareness of conceptual connections between the areas which they taught of the primary mathematics curriculum and confidence in their own knowledge of mathematics" @default.
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• W1560992045 date "2007-01-01" @default.
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• W1560992045 title "Setting a good example: teachers' choice of examples and their contribution to effective teaching of numeracy" @default.
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