Supporting Teachers’ Professional Learning at a Distance: A Model for Change in At-risk Contexts

Warren, Elizabeth; Quine, Janine; DeVries, Eva

doi:10.14221/ajte.2012v37n6.1

Cited by 9 publications

(8 citation statements)

References 23 publications

(24 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Their reported changed pedagogical practices included a greater use of hands-on materials, incorporating a wide range of learning opportunities that catered for a diverse range of learning styles, and ensuring that their use of oral language was integrated with embedding mathematics within mathematical representations. By the end of the year, teachers were increasingly seeing their own pedagogical practices as instrumental in improving student learning outcomes, rather than focusing on their students' lack of proficiency of SAE as the barrier (Warren et al 2012).…”

Section: Discussionmentioning

confidence: 99%

“…With regard to the students, the predominant themes that emerged from the data were: The language barrier impacts on students' learning of western mathematics; there are high levels of student engagement; students are becoming more confident with mathematics and using mathematics language; and teachers' expectations of students' capability continued to increase as the year progressed. Teachers also shared that their students were enamoured with the hands-on approach of the project, and in particular the "acting out" of concepts using kinaesthetic movement proved highly effective (Warren et al 2012).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Young Australian Indigenous students’ effective engagement in mathematics: the role of language, patterns, and structure

Warren

Miller

2013

Math Ed Res J

View full text Add to dashboard Cite

This paper explores the outcomes of the first year of the implementation of a mathematics program (Representations, oral language and engagement in Mathematics: RoleM) which is framed upon research relating to effectively supporting young Indigenous students' learning. The sample comprised 230 Indigenous students (average age 5.76 years) from 15 schools located across Queensland. The pre-test and post-test results from purposely developed language and mathematics tests indicate that young Indigenous Australian students are very capable learners of mathematics. The results of a multiple regression analysis denoted that their ability to ascertain the structure of patterns and to understand mathematical language were both strong predictors of their success in mathematics, with the latter making the larger contribution. Keywords Indigenous education. Early years mathematics. Oral language. Patterning. Structure Young Australian Indigenous students are very capable mathematical learners (Warren and deVries 2009) as indicated by the results of our pilot study. This study drew from and adapted relevant western ways of learning mathematics. It endeavoured to situate these findings in local settings where Indigenous cultural practices were recognised and respected, with the aim of impregnating western ways of learning with other culturally appropriate ways of thinking mathematically. The results of this pilot study begin to delineate the actions that best assisted young students' engagement with mathematics. Briefly, these were (i) a focus on an oral language approach to learning mathematics, (ii) purposeful teaching episodes aimed

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Young Australian Indigenous students’ effective engagement in mathematics: the role of language, patterns, and structure

Warren

Miller

2013

Math Ed Res J

View full text Add to dashboard Cite

show abstract

“…The RAMR enabled the teacher to become more flexible in their teaching methods to meet the needs of underachieving students. Warren et al (2012) reported positive changes in beginning teachers' attitudes, beliefs and practices about the teaching of mathematics, expectations of students and confidence to be innovative. Sustainability of these collegial practices in the context of the high levels of leadership and teacher transience will be tested in the next phase of their study.…”

Section: Teachers Identity and Practice In Rural And Remote Schoolsmentioning

confidence: 99%

“…This teacher was a participant in a professional learning and curriculum development project conducted in nine schools in Queensland involving in-field and out-of-field teachers using the Reality-Abstraction-Mathematics-Reflection (RAMR) pedagogical framework. Warren et al (2012) reported on the first stage of a longitudinal study of the professional learning of beginning teachers of Foundation to Year 3 students. Their pedagogical framework, RoleM (representations, oral language and engagement in mathematics) used socio-cultural theories of learning and involved teachers in dialogue with experts and collaborative planning, enactment and sharing.…”

Section: Teachers Identity and Practice In Rural And Remote Schoolsmentioning

confidence: 99%

Equity, Social Justice and Ethics in Mathematics Education

Vale

Atweh

Averill

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

View full text Add to dashboard Cite

The performativity policy mindset driving national and international testing highlights issues of equity in access and success according to socio-economic status, geographic location, ethnicity, gender and combinations of these factors. Researchers seek explanations for these inequities in terms encompassing engagement, participation and achievement to identify socially just and ethical practices at system, school and classroom level. The emergence of a theoretical perspective involving redistribution, recognition and participation (Fraser, Fortunes of feminism. From state-managed capitalism to neoliberal crisis, 2013) is evident in a range of studies concerning leadership, professional learning, pre-service teacher education, and pedagogies that focus on equity and social justice in mathematics education. The challenge of ethical and socially just practices at all levels and social groups is in providing access to deep learning in mathematics and success in "knowledge making" (Jorgensen,

show abstract

“…Classroom norms that value participation and argumentation are regarded by many educators as a key feature of high quality mathematics instruction (Doty, Mercer, & Henningsen, 1999; Hiebert et al, 1996; Yackel & Cobb, 1996). Ramirez and Bernard (1999) suggest that ELs’ mathematical learning opportunities suffer in lecture-based and textbook-centered classrooms (see also Warren, Quine, and DeVries [2012] and Fuson, Smith, and Lo Cicero [1997]). In contrast to lecture-based/textbook-centered classrooms, LMR classrooms support the norms in which there is an expectation that students will (a) reference definitions to support argumentation, (b) offer conjectures and explanations during classroom discussion, and (c) listen carefully to their peers’ ideas in discussions and partner work.…”

Section: Learning Mathematics Through Representations: Research Base mentioning

confidence: 99%

Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers

Saxe

Sussman

2019

Educational Researcher

View full text Add to dashboard Cite

National and state assessments show that English language learners (ELs) in elementary and secondary grades score lower in mathematics compared with their matched English proficient peers (EPs). To provide information on strategies for enhancing learning opportunities for ELs in language inclusive classrooms, we analyze the efficacy of Learning Mathematics Through Representations (LMR), a curriculum unit on integers and fractions designed to support learning opportunities for ELs as well as EPs. LMR features the number line as a principal representational context and the use of embodied representations to support students as they explore mathematical ideas, construct arguments, and elaborate explanations. The study used a quasi-experimental design: Twenty-one elementary classrooms employing a highly regarded curriculum were included. Forty-four ELs were enrolled across 11 LMR classrooms, and 51 ELs were enrolled across 10 matched comparison classrooms. Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms. Further, contrasts between ELs in the LMR classrooms and EPs in the comparison classrooms revealed that LMR narrowed or eliminated the pretest achievement gap in mathematics. Both theory and empirical results support the value of LMR as a mathematics intervention benefitting both EL and EP students.

show abstract

Supporting Teachers’ Professional Learning at a Distance: A Model for Change in At-risk Contexts

Cited by 9 publications

References 23 publications

Young Australian Indigenous students’ effective engagement in mathematics: the role of language, patterns, and structure

Young Australian Indigenous students’ effective engagement in mathematics: the role of language, patterns, and structure

Equity, Social Justice and Ethics in Mathematics Education

Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers

Contact Info

Product

Resources

About