Project Details
Project Description
In partnership with Melbourne Archdiocese Catholic Schools (MACS), this is a pilot project developed by Monash University, Faculty of Education, to transform mathematics learning, teaching and engagement in the early years of schooling. This initiative responds to the current conditions in Victoria which, due to COVID19, has disrupted face-to-face mathematics learning, teaching and engagement for young children across 2020 and 2021.
The aim of this pilot project is to leverage teachers’ expertise to improve mathematics learning, teaching and engagement in the early years of primary school through gaining new insights about how collaborative school teams use evidence-based pedagogies to ensure engagement and mathematics learning for all.
A key feature of this project is teachers working in collaborative school teams, supported by Monash University experts, to design and enact four collaborative action research cycles. Each action research cycle is informed by professional learning that develops teaching expertise, and explores the evidence-base and research about effective pedagogies for early years mathematics, and will be supported by the school mathematics leader, and Principal.
A focus for the project will be designing pedagogical actions and developing teaching expertise that advances children’s mathematics learning at key points when mathematics learning often stagnates. The driving intent is for all children to be engaged and make progress with mathematics learning across each school year within inclusive classroom environments.
The project will gather evidence to research and evaluate the impact of the collaborative teams’ four action research cycles. The findings will provide new insights about approaches for transforming mathematics learning, teaching and engagement in the early years of schooling, and lead to recommendations for transforming practice in primary mathematics education.
The aim of this pilot project is to leverage teachers’ expertise to improve mathematics learning, teaching and engagement in the early years of primary school through gaining new insights about how collaborative school teams use evidence-based pedagogies to ensure engagement and mathematics learning for all.
A key feature of this project is teachers working in collaborative school teams, supported by Monash University experts, to design and enact four collaborative action research cycles. Each action research cycle is informed by professional learning that develops teaching expertise, and explores the evidence-base and research about effective pedagogies for early years mathematics, and will be supported by the school mathematics leader, and Principal.
A focus for the project will be designing pedagogical actions and developing teaching expertise that advances children’s mathematics learning at key points when mathematics learning often stagnates. The driving intent is for all children to be engaged and make progress with mathematics learning across each school year within inclusive classroom environments.
The project will gather evidence to research and evaluate the impact of the collaborative teams’ four action research cycles. The findings will provide new insights about approaches for transforming mathematics learning, teaching and engagement in the early years of schooling, and lead to recommendations for transforming practice in primary mathematics education.
| Status | Finished |
|---|---|
| Effective start/end date | 22/11/21 → 23/12/22 |
Funding
- Melbourne Archdiocese Catholic Schools Ltd: A$89,175.00