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ERIC Number: EJ1016034
Record Type: Journal
Publication Date: 2013-Sep
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0313-5373
The Fitzroy Valley Numeracy Project: Assessment of Early Changes in Teachers' Self-Reported Pedagogic Content Knowledge and Classroom Practice
Jacob, Lorraine; McConney, Andrew
Australian Journal of Teacher Education, v38 n9 Article 7 Sep 2013
The Fitzroy Valley Numeracy Project (FVNP) was designed to improve numeracy outcomes for Indigenous students by developing a systematic, co-ordinated approach to teaching primary school mathematics. In this study, using early project data, we examine FVNP teachers' self-reported pedagogic content knowledge and classroom practice from initial and follow up questionnaires, as well as interviews from case study teachers. After the first FVNP year, teachers reported being better able to plan focused mathematics lessons and to monitor student learning. On the other hand, teachers also felt less able to make mathematics explicit to students and their confidence in providing engaging activities declined. With the caveat that these findings are preliminary, we discuss possible reasons for these changes and implications for teachers' professional learning. (Contains 3 tables and 1 figure.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A