Mathematics At The Margins (springerbriefs In Education)
by Elizabeth Warren /
2016 / English / PDF
2.6 MB Download
This book reports the impact a four-year longitudinal study
(Representations, Oral Language and Engagement in Mathematics
(RoleM)) had on teachers and students from 16 schools in
disadvantaged contexts. It offers theories with regard to the
interplay between teaching and learning mathematics as teachers and
students in these contexts implement a mathematics program. The
data are longitudinal, drawn from 154 teachers and their students
(up to 1738 students) from the first four years of school
(Foundation to Year 3). To ascertain the effectiveness of the RoleM
Professional Learning model, teachers were interviewed three times
a year and pre and post-tests were administered to students at the
beginning and end of each year. Students’ results indicated that
all students’ understanding of mathematics improved significantly,
with the ESL students showing the greatest gains. Their results
matched the norm-referenced expectations for all Australian
students of this age. This book shares the journey of these
teachers, Indigenous teacher aides and students. It outlines the
dimensions of the research findings that supported teachers to
become effective teachers of mathematics and assisted students in
becoming successful learners of mathematics. The book also draws on
the expertise of researchers from both Canada and New Zealand. They
share the similarities and the differences between RoleM findings
and their own contexts, in order to draw general conclusions for
the effective teaching and learning of mathematics at the margins
of society.
This book reports the impact a four-year longitudinal study
(Representations, Oral Language and Engagement in Mathematics
(RoleM)) had on teachers and students from 16 schools in
disadvantaged contexts. It offers theories with regard to the
interplay between teaching and learning mathematics as teachers and
students in these contexts implement a mathematics program. The
data are longitudinal, drawn from 154 teachers and their students
(up to 1738 students) from the first four years of school
(Foundation to Year 3). To ascertain the effectiveness of the RoleM
Professional Learning model, teachers were interviewed three times
a year and pre and post-tests were administered to students at the
beginning and end of each year. Students’ results indicated that
all students’ understanding of mathematics improved significantly,
with the ESL students showing the greatest gains. Their results
matched the norm-referenced expectations for all Australian
students of this age. This book shares the journey of these
teachers, Indigenous teacher aides and students. It outlines the
dimensions of the research findings that supported teachers to
become effective teachers of mathematics and assisted students in
becoming successful learners of mathematics. The book also draws on
the expertise of researchers from both Canada and New Zealand. They
share the similarities and the differences between RoleM findings
and their own contexts, in order to draw general conclusions for
the effective teaching and learning of mathematics at the margins
of society.