NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1114349
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0305-764X
Primary Teachers' Representational Practices: From Competency to Fluency
Nichols, Kim; Stevenson, Michael; Hedberg, John; Gillies, Robyn Margaret
Cambridge Journal of Education, v46 n4 p509-531 2016
Eighteen primary teachers across three conditions (Representational Fluency, Representational Agency, Comparison) received two days of training around an inquiry unit on plate tectonics replete with representations. The Representational Agency group also received training around the semiotic and material affordances of representations while the Representational Fluency group received this and additional training in making conceptual connections between representations. A pre-test and post-test around making conceptual connections between representations was provided. Interviews were conducted at the end of the unit. Tests were analysed using the SOLO taxonomy. Interview transcripts were analysed for levels of use of representational practices. Teachers in all conditions showed improved abilities to make conceptual connections between representations. The Representational Fluency group was better at making conceptual connections between representations and showed the highest uptake of representational practices. However, development of representational fluency (making conceptual connections between representations) is not always correlated with a higher uptake of representational practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A