NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1164036
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1442-3901
EISSN: N/A
Developing a Theoretical Framework to Inform the Design of a Teacher Professional Development Program to Enable Foundation to Year 2 Teachers of Mathematics to Build on Indigenous and Low-SES Students' Cultural Capital
Anderson, Robyn; Stütz, Alexander; Cooper, Tom; Nason, Rod
Mathematics Teacher Education and Development, v19 n3 p94-116 2017
This paper reports on the early stages of the conceptualisation and implementation of the Accelerated Inclusive Mathematics-Early Understandings (AIM EU) project, a project whose major goals are to advance theory and practice in the improvement of Foundation to Year 2 (F-2) teachers' capacity to teach mathematics and through this to enhance F-2 Indigenous and low-SES students' levels of engagement and learning of mathematics. A design-research methodology was used to achieve the advancement of theory and practice. The major outcome of the research is a revised theoretical framework to inform the design and implementation of culturally relevant mathematics pedagogy for F-2 Indigenous and low-SES students.
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: mted@merga.net.au; Web site: http://www.merga.net.au/
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