Research in Mathematics Education in Australasia 2016–2019

Bobis, Janette; Way, Jennifer; Attard, Catherine; Anderson, Judy; McMaster, Heather; Cartwright, Katherin

doi:10.1007/978-981-15-4269-5_1

Cited by 2 publications

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“…In the precursor to the study by Bakker, Cai and Zenger (2021) Not all studies over this period explicitly referenced the pandemic, but even within many of these, similar issues are evident. The RiMEA review (BOBIS et al, 2020) In their chapter reviewing studies on tertiary mathematics and statistics, Galligan et al (GALLIGAN et al,p. 285).…”

Section: Life In the Time Of Covid: Thoughts On Current Trends And Fu...mentioning

confidence: 99%

Life in the time of COVID: Thoughts on current trends and future directions in mathematics education

Oates

2021

Bolema

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Mathematics, eight articles; HAUSBERGER; BOSCH, 2021), and a third Special Classroom Notes Issue examining issues arising from the COVID-19 pandemic, Takeaways from teaching through a global pandemic -practical examples of lasting value in tertiary mathematics education, 21 articles; SEATON; LOCH; LUGOSI 2021). Other contemporary works include my role as Guest Editor (see OATES; SEAH, 2021) for a Special Issue of the Australian Journal of Education, with seven articles examining Learning progression/trajectories in mathematics and science education; as a contributing author to a chapter (GALLIGAN et al., 2020) which reviewed recent research in tertiary mathematics in the latest four-yearly MERGA 2 review of Australasian-focused research (BOBIS et al., 2020, Research in Mathematics Education in Australasia (RiMEA) 2016-2019); and two chapters with a technology focus, the first a chapter in The Handbook of Cognitive Science, 3 which explores the role of the internet in the process of developing students into independent learners, through the different forms of blended learning and how humans and media interact in the learning process (ENGELBRECHT; OATES, 2021); and a second chapter which examines, and provides explicit examples of an authentic assessment to promote active online learning and a critical reflection for pre-service teachers in a mathematics pedagogy course (OATES; DENNY, 2021).Not surprisingly, given their publication over 2020 to 2021, a consistent theme in many of these works, and indeed a motivating driver behind some (e.g., SEATON; LOCH; LUGOSI, 2021), is the pervasive effect of the COVID-19 pandemic on mathematics education. Even before the role of technology was forced into stark relief by the need for most schools and universities to suddenly go online, many studies had been debating the role technology played in shaping, and the potential for it to change, the ways in which we teach and learn mathematics

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Section: Life In the Time Of Covid: Thoughts On Current Trends And Fu...mentioning

confidence: 99%

Life in the time of COVID: Thoughts on current trends and future directions in mathematics education

Oates

2021

Bolema

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Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Marks¹,

Woolcott²,

Markopoulos³

2021

INT ELECT J MATH ED

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This article outlines an approach to bridging the gap between the theory and practice of differentiated instruction. Differentiated instruction has long been suggested as a pedagogical approach to cater for student individuality and diversity, particularly in mixed-ability classrooms. Although the theory of differentiated instruction has been applied widely, such instruction has not been taken up widely in teaching practice. The first part of the article explores the relationship of theory and practice of differentiated instruction in relation to pedagogical content knowledge, teacher efficacy, formative assessment, teacher confidence and competence and professional learning. This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom. A protype practice framework for teachers is presented as part of a project being conducted in regional Australia, with the overall aim of assisting teachers in developing and implementing strategies for differentiated instruction in secondary mathematics classrooms.

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Research in Mathematics Education in Australasia 2016–2019

Cited by 2 publications

References 0 publications

Life in the time of COVID: Thoughts on current trends and future directions in mathematics education

Life in the time of COVID: Thoughts on current trends and future directions in mathematics education

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

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