In this article the development of two teachers as they make the transition from pre-service teachers to experienced teachers is examined. While these teachers participated in the same mathematics methods course and similar collaborative environments in their practicum experiences, their mathematics classroom instructional practices revealed stark…

In this article we explore young children's development of mathematical knowledge and reasoning processes as they worked two modelling problems (the "Butter Beans Problem" and the "Airplane Problem"). The problems involve authentic situations that need to be interpreted and described in mathematical ways. Both problems include tables of data,…

Teaching mathematics through themes has been praised for relating mathematics to real-life situations. However, research shows that the implementation of teaching mathematics thematically has not been widely adopted. In the present study, instructional, curricula and organisational factors that teachers perceive as obstacles to the implementation…

Through interviews and questionnaires explores five mature students' approaches to learning statistics from the theoretical perspective of activity theory. Analyses socio-historical factors relating to students' self-regulation of their cognitive activities and interpretation of the contexts affecting their approaches. Appendices include…

Recent immigrants to Australia from non-English-speaking countries have experienced difficulties in mathematics methods courses. Reports survey results on how these students perceive their problems and how they think courses could be adapted to meet their needs. (MDH)

Questionnaire responses of 155 student teachers were analyzed to develop meaningful attitude scales and to refine the instrument. Attitude scales identified in the analysis and built into the final form of the questionnaire were (1) anxiety; (2) confidence and enjoyment, (3) desire for recognition; and (4) pressure to conform. Includes a copy of…

Survey and case study data were analyzed to determine differences between the credibility and effectiveness of support teachers teaching mathematics. Results indicated the importance of cooperation between mathematics teachers and support teachers and significant differences between the perceived roles and abilities of the two groups. Includes…

Analyzed survey responses of 226 mathematics teachers from 57 Australian high schools concerning the use of writing in mathematics classrooms. Findings suggested that writing is rarely used as a strategy for teaching mathematics and when it is used, its effectiveness is limited. Includes the Writing in Mathematics questionnaire. (44 references)…

A survey was conducted of 439 teachers in 73 high schools to determine how teachers become conversant with current mathematics curriculum development efforts. Data suggest that Australian mathematics teachers infrequently undertake professional development activities. The survey questionnaire is included in an appendix. (Author/DF)

Kindergarten (n=30) and grade 1 (n=15) students of contrasting socioeconomic backgrounds were interviewed to assess their knowledge of number word sequences and spatial patterns and their ability to recognize numerals and use counting to establish numerosity of visible and screened collections. Findings indicate greater variation in abilities…