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ERIC Number: ED520875
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: N/A
Using Developmental Frameworks to Support Curriculum Outcomes
Callingham, Rosemary; Pegg, John
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)
Curriculum documents in Australia are designed around outcomes and related standards. Teachers need to provide opportunities for students to learn the content that will allow them to meet the expectations defined in the curriculum. After undertaking professional learning sessions about the SOLO model, mathematics teachers in six high schools hypothesised developmental pathways for several key mathematical ideas. These theorised pathways were compared with Australian and State curriculum outcomes. The implications of using this approach for supporting teachers are discussed. (Contains 2 tables.) [The study reported in this paper was supported by an Australian Research Council Linkage Grant: LP 0455320. 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 - Descriptive; Speeches/Meeting Papers
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia