Principles of practice and teacher actions: Influences on effective teaching of numeracy

Muir, Tracey

doi:10.1007/bf03217531

Cited by 19 publications

(27 citation statements)

References 14 publications

(16 reference statements)

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“…This study is underpinned by the work of Anthony and Walshaw (2009a) and Muir (2008), who both proposed a set of principles for teaching mathematics effectively. Based on a synthesis of literature, Anthony and Walshaw (2009a) identified ten principles of effective pedagogical practice, which included "teacher knowledge and learning, an ethic of care, arranging for learning, building on students' (Muir, 2008, p. 86).…”

Section: Promoting Mathematical Concepts In the Classroommentioning

confidence: 99%

“…Based on a synthesis of literature, Anthony and Walshaw (2009a) identified ten principles of effective pedagogical practice, which included "teacher knowledge and learning, an ethic of care, arranging for learning, building on students' (Muir, 2008, p. 86). Muir (2008) cautions that these actions should not be implemented simply, but rather be integrated with each other and teacher beliefs and knowledge. Therefore, these actions will be addressed within elements of practice to be discussed in Section 2.2.1 Teacher Knowledge, and Section 2.2.4 Mathematical…”

Section: Promoting Mathematical Concepts In the Classroommentioning

confidence: 99%

“…Both Walshaw (2009a) andMuir (2008) acknowledge the importance of teacher knowledge in relation to responding to student needs and the provision of classroom activities and regard this as a principle of practice (See Table 2.3). Muir (2008) also identifies teacher knowledge as a factor that influences her principles of practice. Both studies are influenced by the work of Shulman (1986Shulman ( , 1987.…”

Section: Teacher Knowledgementioning

confidence: 99%

“…Both studies are influenced by the work of Shulman (1986Shulman ( , 1987. Muir (2008) acknowledged teacher knowledge guided by Shulman's seven types of knowledge as a factor influencing her principles (Muir, 2008). Shulman's content, and pedagogical content knowledge, informed one of Anthony and Walshaw (2009b)'s principles, "teacher knowledge" (p. 25).…”

Section: Teacher Knowledgementioning

confidence: 99%

“…In such a classroom, an ethic of care is created by teachers encouraging a harmonious environment through both the teacher and student sharing a positive attitude towards mathematics. A teacher's possession of a positive attitude to mathematics evolves from their own confidence in knowledge of mathematics (Muir, 2008). Similarly, a positive attitude towards mathematics is encouraged in students by developing their confidence "in their capacity to learn and to make sense of mathematics" as their mathematical identity emerges (Anthony & Walshaw, 2009b, p. 8).…”

Section: Classroom Communitymentioning

confidence: 99%

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Promoting The Foundation Concepts of Proportional Reasoning: A Case Study of P-3 Teachers

Drysdale¹

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Proportional reasoning is a sophisticated way of thinking which is used in everyday living, including workplace and educational contexts. Its application is central to many domains throughout mathematics curriculum, as it encompasses many interconnected concepts (e.g. ratio, decimals, and fractions). The foundations of proportional reasoning are established in the early years of school. However, the link between foundational concepts and proportional reasoning is not overtly stated in mathematics curriculum documents.This research aimed to investigate the foundation concepts of proportional reasoning and the promotion of these concepts in the early years of school. The research questions guiding this investigation were:1. What do Preparatory to Year 3 teachers recognise as foundational concepts of proportional reasoning? How do Preparatory to Year 3 teachers promote foundational concepts of proportional reasoning?An exploratory case study design was adopted for this study (as per Yin, 2009).Multiple sources were used for data collection, including focus groups, discussions, concept mapping and interviews. The case study took place in one south east Queensland primary school and the participant group consisted of five teachers -one teacher from each Year level from Preparatory to Year 3 and the participant researcher.The data were analysed using template analysis, which began with pre-determined codes relevant to each research question (King, 2012). As required throughout the analysis, the templates were adapted to represent the collected data.The findings highlighted that the foundational concepts of proportional reasoning evolve from three stages of development, which included additive thinking, transition to multiplicative thinking, and multiplicative thinking. The promotion of these concepts was found to take place through the provision of environmental resources, problem solving, and language. Throughout the data collection the teachers reported that their own knowledge grew and this was reflected in discussions which highlighted a synthesis of the foundational concepts and the promotion of proportional reasoning.iii Implications of this research highlight the significance of teacher knowledge. A teacher needs a deep knowledge of the foundational concepts which underpin a student's development of higher level concepts (additive thinking, transition to multiplicative thinking and multiplicative thinking). The Australian Curriculum:Mathematics requires interpretation for planning and teaching and a deep curriculum knowledge of how foundational concepts, that is lower level concepts relate to higher level concepts. Teacher knowledge has the potential to grow when a teacher is involved in teacher research within the context of a teachers' own school setting.iv

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Section: Promoting Mathematical Concepts In the Classroommentioning

confidence: 99%

Section: Promoting Mathematical Concepts In the Classroommentioning

confidence: 99%