Teachers Learning Mathematics: Professional development research
Introduction The issue of mathematical knowledge of teachers has been documented in New Zealand for 80 years, but no effective long-term solution has been found; indeed, the situation has worsened. For example, the 2004 New Zealand Ministry of Education Teacher Census (Ministry of Education, 2005) showed that 25 percent of secondary school mathematics teachers had […]
Learning to “friendly argue” in a community of mathematical inquiry
Introduction This project explored the sorts of culturally responsive pedagogy teachers can engage in to optimise equitable access for students to proficient forms of mathematical talk and activity. The project sought to further our knowledge of the effects on student achievement and mathematical disposition when a specific focus is placed on building a classroom culture […]
Using multiplication and division contexts to enhance young children’s part–whole thinking in mathematics
Project description This project built on previous research showing that insufficient numbers of children reach expected levels of achievement in mathematics. Māori, Pasifika, and students from lower decile schools are particularly disadvantaged. Young children should be given equitable opportunities to develop their mathematical thinking, particularly in all strategy domains of the New Zealand Number Framework. […]
Learning the work of ambitious mathematics teaching
Introduction Seen by policy makers as both the cause of and a solution for education problems, teacher education is frequently criticised for not producing teachers of sufficient quality, while simultaneously being viewed as “an ideal site for increasing teacher quality, providing it is subject to reform” (Ell & Grudnoff, 2012, p. 79). Calls for reform […]
Māku anō e hanga, i toku nei whare – I will build my own house
INTRODUCTION: The context of the project The proponents of Modern Learning Environments (MLE) or Innovative Learning Environments (ILE) are from largely non-indigenous backgrounds. In Aotearoa New Zealand, research about learning mathematics in an MLE is limited and focuses almost exclusively on English-Medium (EM) settings (Bisset, 2014; Murphy, 2016; Osborne, 2013). In contrast, this research sought […]
Mathematical relationships and practices: A view into Year 9 mathematics classrooms.
The pdf version of this document is formatted into a A4 pamphlet style While research has told us much about primary school mathematics classrooms, we know less about what happens at the secondary school level. Our Teaching and Learning Research Initiative project, a video study involving three Year 9 classes, enabled us to learn more […]