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Download full textGoos, Merrilyn; Bennison, Anne; Proffitt-White, Robin – Mathematics Teacher Education and Development, 2018
Education research journals regularly report on small-scale studies that have been successful in changing mathematics teachers' classroom practices. But it is rare to find professional development programs for teachers of mathematics that have been scaled up and sustained over time. This article reports on a research-informed, large-scale…
Descriptors: Faculty Development, Mathematics Instruction, Mathematics Teachers, Foreign Countries
Direct linkGoos, Merrilyn; Geiger, Vince – Journal of Mathematics Teacher Education, 2010
In this review essay we critically examine issues raised by authors whose work is published in the two Special Issues of "JMTE" (Part 1, 13.5 and Part 2, 13.6) on Mathematics Teacher and Mathematics Teacher Educator Change--Insight through Theoretical Perspectives. While the authors have drawn on a wide range of theories and approaches, we have…
Descriptors: Mathematics Teachers, Teacher Educators, Sociocultural Patterns, Literature Reviews
Goos, Merrilyn – 1996
This paper describes the actions of one secondary school mathematics teacher in establishing a community of mathematical practice within which students acquire not only knowledge and skills, but also the epistemological values of mathematics. Classroom observations over a period of 18 months, together with interview and questionnaire data, are…
Descriptors: Classroom Observation Techniques, Cognitive Structures, Concept Formation, Cultural Context
Peer reviewedGoos, Merrilyn – Mathematics Teacher Education and Development, 1999
Argues that research efforts need to be invested in preservice teacher education if genuine and lasting reform of mathematics teaching is to be achieved. Draws parallels between two separate studies, which applied sociocultural theories of learning to explore the nature of expert scaffolding in structuring learners' thinking. (Contains 30…
Descriptors: Educational Change, Mathematics Education, Preservice Teacher Education, Secondary Education
Goos, Merrilyn – 1995
This paper addresses the evidence that secondary school students use to imply that they understand something in mathematics. As part of a larger study, an open-ended questionnaire probing several aspects of metacognitive self-knowledge, was administered to students (N=72) in four schools. Two previously identified types of understanding were…
Descriptors: Classroom Observation Techniques, Cognitive Structures, Concept Formation, Cultural Context
Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn – International Journal of Science Education, 2015
In this study, the Science Student Skills Inventory was used to gain understanding of student perceptions about their quantitative skills and compare perceptions of cohorts graduating before and after the implementation of a new science curriculum intent on developing quantitative skills. The study involved 600 responses from final-year…
Descriptors: Foreign Countries, Undergraduate Students, Science Curriculum, Educational Change
