Focus on effective numeracy teaching to improve student outcomes

Sharyn Livy, Jennifer Bowden

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

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 languageEnglish
Title of host publicationMathematics: Traditions and [New] Practices: Proceedings of the AAMT-MERGA conference
EditorsJulie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton
Place of PublicationAdelaide SA Australia
PublisherThe Australian Association of Mathematics Teachers Inc.(AAMT)
Pages473 - 480
Number of pages8
Volume2
Publication statusPublished - 2011
Externally publishedYes
EventAnnual conference of the Mathematics Education Research Group of Australasia 2011 - Alice Springs, Australia
Duration: 3 Jul 20117 Jul 2011
Conference number: 34th
https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2011_MERGA_CP.aspx (Proceedings)

Conference

ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2011
Abbreviated titleMERGA 2011
Country/TerritoryAustralia
CityAlice Springs
Period3/07/117/07/11
OtherHeld in conjunction with AAMT 23
Internet address

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