Changing teacher practices while teaching with challenging tasks

Janette Bobis, Ann Downton, Sally Hughes, Sharyn Livy, Melody McCormick, James Russo, Peter Sullivan

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

In this paper we report on changes to teachers’ practices as a result of their participation in a research-based program of professional learning focused on challenging tasks. Seventy early years teachers responded to a survey at the end of a year-long program asking them to nominate and describe the teaching practices that changed most as a result of their involvement in the program. The majority of teachers nominated each of ‘Allowing students time to struggle’ and ‘to share their thinking’ as the two practices that changed most. Qualitative responses are used to interpret the nature of and reasons for these reported changes in practice.
Original languageEnglish
Title of host publicationProceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education
EditorsMellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale
Place of PublicationPretoria South Africa
PublisherInternational Group for the Psychology of Mathematics Education
Pages105-112
Number of pages8
Volume2
Edition1st
ISBN (Electronic)9780639821535
ISBN (Print)9780639821528
Publication statusPublished - 2019
EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2019: Improving access to the power of mathematics - University of Pretoria, Pretoria, South Africa
Duration: 7 Jul 201912 Jul 2019
Conference number: 43rd
https://www.up.ac.za/pme43

Conference

ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2019
Abbreviated titlePME43
CountrySouth Africa
CityPretoria
Period7/07/1912/07/19
Internet address

Keywords

  • challenging tasks
  • mathematics
  • Professional learning
  • teacher practices
  • early years

Cite this

Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Russo, J., & Sullivan, P. (2019). Changing teacher practices while teaching with challenging tasks. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education (1st ed., Vol. 2, pp. 105-112). Pretoria South Africa: International Group for the Psychology of Mathematics Education.
Bobis, Janette ; Downton, Ann ; Hughes, Sally ; Livy, Sharyn ; McCormick, Melody ; Russo, James ; Sullivan, Peter. / Changing teacher practices while teaching with challenging tasks. Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. editor / Mellony Graven ; Hamsa Venkat ; Anthony A Essien ; Pamela Vale. Vol. 2 1st. ed. Pretoria South Africa : International Group for the Psychology of Mathematics Education, 2019. pp. 105-112
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Bobis, J, Downton, A, Hughes, S, Livy, S, McCormick, M, Russo, J & Sullivan, P 2019, Changing teacher practices while teaching with challenging tasks. in M Graven, H Venkat, AA Essien & P Vale (eds), Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. 1st edn, vol. 2, International Group for the Psychology of Mathematics Education, Pretoria South Africa, pp. 105-112, Annual Conference of the International Group for the Psychology of Mathematics Education 2019, Pretoria, South Africa, 7/07/19.

Changing teacher practices while teaching with challenging tasks. / Bobis, Janette; Downton, Ann; Hughes, Sally; Livy, Sharyn; McCormick, Melody; Russo, James; Sullivan, Peter.

Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. ed. / Mellony Graven; Hamsa Venkat; Anthony A Essien; Pamela Vale. Vol. 2 1st. ed. Pretoria South Africa : International Group for the Psychology of Mathematics Education, 2019. p. 105-112.

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

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T1 - Changing teacher practices while teaching with challenging tasks

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AB - In this paper we report on changes to teachers’ practices as a result of their participation in a research-based program of professional learning focused on challenging tasks. Seventy early years teachers responded to a survey at the end of a year-long program asking them to nominate and describe the teaching practices that changed most as a result of their involvement in the program. The majority of teachers nominated each of ‘Allowing students time to struggle’ and ‘to share their thinking’ as the two practices that changed most. Qualitative responses are used to interpret the nature of and reasons for these reported changes in practice.

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Bobis J, Downton A, Hughes S, Livy S, McCormick M, Russo J et al. Changing teacher practices while teaching with challenging tasks. In Graven M, Venkat H, Essien AA, Vale P, editors, Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. 1st ed. Vol. 2. Pretoria South Africa: International Group for the Psychology of Mathematics Education. 2019. p. 105-112