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A primary numeracy : a mapping review and analysis of Australian research in numeracy learning at the primary school level : report

Groves, Susie, Mousley, Judy and Forgasz, Helen 2006, A primary numeracy : a mapping review and analysis of Australian research in numeracy learning at the primary school level : report, Centre for Studies in Mathematics, Science and Environmental Education, Deakin University, Geelong, Vic..

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Title A primary numeracy : a mapping review and analysis of Australian research in numeracy learning at the primary school level : report
Alternative title Mapping, review and analysis of Australian research in numeracy learning at the primary school level
Author(s) Groves, Susie
Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Forgasz, Helen
Publication date 2006
Total pages ix, 274 p.
Publisher Centre for Studies in Mathematics, Science and Environmental Education, Deakin University
Place of Publication Geelong, Vic.
Keyword(s) Numeracy -- Study and teaching (Primary) -- Australia
Summary The outcome from this project produces a database of over 185 projects and 726 publications relating to numeracy research to systematically ‘mapped’ Australian research on primary school numeracy over the last decade. The database incorporates research summaries and findings that are easily accessible to teachers and teacher educators, and act as a valuable tool for determining further research directions. The project report examines the available research and organises the discussion of the research findings under a set of themes and sub-themes.

Some summarised examples from the report reveals that:

* Effective teachers of numeracy:
- have high expectations of their students;
- focus on children’s mathematical learning, rather than on providing pleasant classroom experiences;
- provide a challenging curriculum;
- use higher-order questioning;
- make connections both within mathematics and between mathematics in different contexts; and
- use highly interactive teaching involvement with students in class discussion.

* Effective professional development programmes:
- provide teachers with the time and appropriate resources to enable them to reflect on their teaching;
- provide continuing support and encouragement while teachers explore possibilities and trial new strategies in their classrooms;
- involve teachers in school-based and wider networks;
- are of sufficient duration to allow significant changes to habitual beliefs and practices; and
- create opportunities for the exploration of theory-practice relationships.
Notes "Funded by the Australian Government Department of Education, Science and Training under the National Strand of the Numeracy Research and Development Initiative"
ISBN 0642774358
9780642774354
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category A4 Major research monograph
Copyright notice ©2006, Deakin University, Centre for Studies in Mathematics, Science and Environmental Education
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30010397

Document type: Book
Collections: School of Education
Open Access Collection
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Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.