NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED520868
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: N/A
The Impact of a Developmental Framework in Number on Primary Teachers' Classroom Practice
Bobis, Janette
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Jul 3-7, 2010)
This paper presents the findings of an investigation into the influence primary teachers' knowledge of a researched-based framework describing children's cognitive development in early number has on their teaching practices. Survey and interview data from twenty-eight teachers were collected to determine teachers' perceptions of their understanding of the framework, their ability to use the framework to assess students' mathematical development and to plan appropriate instruction. The findings raise further questions about the influence of affective factors, such as teachers' confidence in their own knowledge, on their instructional decision-making. (Contains 1 figure and 1 table.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: NSW Department of Education and Training
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia