Abstract
Due to an increased focus and accountability in relation to improving student outcomes,
many Victoria primary schools provide their teachers with professional development that
promotes effective numeracy teaching. This paper describes two schools mathematical
professional development programs facilitated by professional officers from the
Mathematical Association of Victoria. It reports on both schools experiences, and the
similar, but different approaches aimed at strengthening effective numeracy teaching
practices in mathematics. These teachers shared experiences building on what they knew
and what they did in the numeracy classroom. In particular the role of the professional
officers was important for assisting teachers develop a collective understanding of teaching
and learning primary mathematics.
| Original language | English |
|---|---|
| Title of host publication | Mathematics: Traditions and [New] Practices: Proceedings of the AAMT-MERGA conference |
| Editors | Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton |
| Place of Publication | Adelaide SA Australia |
| Publisher | Australian Association of Mathematics Teachers (AAMT) |
| Pages | 473 - 480 |
| Number of pages | 8 |
| Volume | 2 |
| Publication status | Published - 2011 |
| Externally published | Yes |
| Event | Annual conference of the Mathematics Education Research Group of Australasia 2011 - Alice Springs, Australia Duration: 3 Jul 2011 → 7 Jul 2011 Conference number: 34th https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2011_MERGA_CP.aspx (Proceedings) |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia 2011 |
|---|---|
| Abbreviated title | MERGA 2011 |
| Country/Territory | Australia |
| City | Alice Springs |
| Period | 3/07/11 → 7/07/11 |
| Other | Held in conjunction with AAMT 23 |
| Internet address |