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• W77475849 abstract "This study aimed to investigate the phenomenon of effective teaching ofnumeracy and to implement a professional learning process designed to enhancenumeracy teaching based on reflection upon classroom practice. The study wasundertaken in order to address concerns about numeracy standards, and theperception that mathematical reform practices were not being widelyimplemented into classrooms. The study builds on existing research into effectivenumeracy practices and contributes further to developing an understanding ofboth effective numeracy teaching and effective professional learning.Furthermore, a model that was developed throughout the study presents a newway of examining teachers' practices, and the vivid descriptions of these practicesprovides an alternative to purely quantitative classroom observations which hasbeen characteristic of similar research in the past.The conceptual framework of the study was based on a model developed by theresearcher, informed by both the findings in the literature and observations of thecase study teachers' numeracy lessons. The model was used in the study as ameans of understanding each teacher's numeracy practice, and incorporated thecharacteristics of effective teaching of numeracy as identified in the literature,and the relationship between teachers' knowledge, beliefs and classroom practice.In addition, an action research model was devised to guide the SupportiveClassroom Reflection (SCR) process that was undertaken with each teacherfollowing the observation of their lessons.The study took the form of a modified case study involving three upper primaryteachers working in three different, but geographically similar, schools. Acollaborative action research approach was used in the professional learningaspect of the study, with each teacher actively contributing to the researchprocess. In total, 17 numeracy lessons were observed and videotaped by theresearcher. Following each lesson, the video footage was viewed together by the researcher and the teacher. Critical incidents were highlighted and the sessionswere used to elicit further information about the teaching practices observed andas a basis to encourage teachers to deliberately reflect on their practices.The findings indicated that it was possible to identify a number of characteristicsthat were associated with effective teaching of numeracy, but not surprisingly,there is no 'one size fits all' approach to effective numeracy practice that canreadily be applied by every teacher in every classroom. Although many of thesecharacteristics were present to varying extents in the practices of the teachers,closer examination into the nature of these characteristics revealed that unlessteachers understand the pedagogical purpose behind such practices, the practicescan be used without being necessarily effective in furthering developing students'numeracy. The combination of teacher knowledge and beliefs also was found tobe a significant factor in contributing to the effectiveness of these practices. TheSCR process provided an avenue for further discussion around these issues, andthe case study teachers all endorsed it as a valuable professional learningexpenence.The findings from the study are significant in that they indicate that teachers needa clearer articulation of what effective numeracy practices, such as thoseadvocated by mathematical reform, actually 'look like' in the classroom and tounderstand the pedagogical purposes behind such practices. Teachers need tohave access to professional learning that caters to their individual needs, andprovides them with opportunities not only to increase their repertoire ofstrategies, but also to recognize the impact that knowledge and beliefs have ontheir practice. In addition to being of benefit to classroom practitioners, thestudy's findings should also inform teacher educators and policy makers abouteffective numeracy teaching and how this can be addressed through relevant andindividualised professional learning experiences." @default.
• W77475849 created "2016-06-24" @default.
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• W77475849 date "2009-01-01" @default.
• W77475849 modified "2023-09-27" @default.
• W77475849 title "I thought I was reasonably good at teaching maths : the link between principles of practice, teacher actions and supportive classroom reflection" @default.
• W77475849 hasPublicationYear "2009" @default.
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