Challenges, Reforms, and Learning in Initial Teacher Education

Anthony, Glenda; Cooke, Audrey; Muir, Tracey

doi:10.1007/978-981-10-1419-2_15

Cited by 9 publications

(2 citation statements)

References 43 publications

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“…These tests raised questions about the nature of mathematics subject knowledge for teaching and whether a skills test was a valid way to assess this. A similar trend is emerging in Australia, where the Australian Institute for Teaching and School Leadership introduced national testing for trainee teachers in 2015; exploratory studies there are now beginning to engage with the effects of this (Anthony, Cooke & Muir, 2016). While skills tests represent one aspect of teacher subject knowledge, we found in the survey that the cooccurrence of ITT and teacher subject knowledge was extensive, with 85% of Proceedings coded for teacher subject knowledge also coded for ITT.…”

Section: Teachers and Teacher Developmentmentioning

confidence: 50%

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Marks

Foster

Barclay

et al. 2020

Research in Mathematics Education

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A Comparative Synthesis of UK Mathematics Education Research: what are we talking about and do we align with international discourse?This paper makes an important and original contribution to the updating of methodological approaches to research syntheses. We analysed all 813 Proceedings of the British Society for Research into Learning Mathematics from 2003 to 2018, first using a quantitative corpus-survey and qualitative thematic coding and, again, independently, using topic modelling. We found strong convergence between findings from the different methods. We compare our findings to those from an earlier Proceedings review (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002) and to a recent review of the corpus of publications in the Journal for Research in Mathematics Education and Educational Studies in Mathematics, as well as to a review by the European Society for Research into Learning Mathematics and several other reviews. We found considerable similarity between the issues discussed, and similar trends over time. We conclude that the efficiency of topic modelling makes it a powerful option to include among a range of methodological approaches to research review.

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Section: Teachers and Teacher Developmentmentioning

confidence: 50%

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Marks

Foster

Barclay

et al. 2020

Research in Mathematics Education

View full text Add to dashboard Cite

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“…Whilst all projects in this Special Issue include a professional learning component, the final two projects featured in this Special IssueChan, Clarke, Clarke, Roche, Cao, and Peter-Koop, and Kaur, Guan, Lam, Hoong, and Hoe-take teacher learning as a central concern, exploring the process of teacher knowledge construction in situ. Both projects are underpinned by the strategic importance of teacher learning and accountability (Anthony et al 2016). Chan et al's proposed exploration of teachers' capacity to learn from everyday practices aligns with Kaur et al's examination of competent teacher practice.…”

Section: Strategic Valuementioning

confidence: 99%

Setting the research agenda: strategic, research, and impact value of large-scale funded projects in Australasia

Anthony

2017

Math Ed Res J

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The articles in this Special Issue Strategic research directions: Large-scale funded projects in Australasia collectively showcase a range of large-scale research projects sponsored by funding bodies in Australia, New Zealand, and Singapore-all key members of the MERGA community. Unusually for a research journal we have chosen to showcase these projects in the early stages as a way of communicating to the field what leading researchers and funders currently regard as significant and strategic research. Prompted by the unprecedented success rate of Australian mathematics education researchers in the 2016 Australian Research Council (ARC) Discovery Projects funding round we invited the six successful teams, along with researchers from the New Zealand and Singapore, to write about their projects.Of course, we know that important research is conducted without funding-most notably the cutting edge contributions of doctoral studies and theoretical expositionsand acknowledge that many smaller funded project make significant contributions to the field. However, the projects featured in this issue represent a window into what research teams, policy makers, and government agencies collectively consider worthwhile in terms of national significance, innovation, and capacity building for field of mathematics education. For this reason, it is argued that the projects featured in this Special Issue represent in part the strategic directions for mathematics education research in Australasia. While authors of each article provide an overview of the aims, the theoretical and methodological frameworks, and expected contribution or their particular study, in this editorial I look at the collective contribution in terms of strategic value, research value, and impact value.

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Mathematics Teacher Educators Learn from Dilemmas and Tensions in Teaching About/Through Culturally Relevant Pedagogy

Nolan

Keazer

2021

Research in Mathematics Education

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Challenges, Reforms, and Learning in Initial Teacher Education

Cited by 9 publications

References 43 publications

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Setting the research agenda: strategic, research, and impact value of large-scale funded projects in Australasia

Mathematics Teacher Educators Learn from Dilemmas and Tensions in Teaching About/Through Culturally Relevant Pedagogy

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