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Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara – Mathematics Education Research Journal, 2016
This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to…
Descriptors: Abstract Reasoning, Active Learning, Student Projects, Problem Solving
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Beswick, Kim; Jones, Tammy – Mathematics Education Research Journal, 2011
This article describes the implementation and outcomes, as perceived by the professional learning providers and school principals, of a professional learning (PL) model devised in response to recognition that models of PL that are effective in urban settings are not effective in rural and remote areas. Rather than expecting the teachers to travel…
Descriptors: Learning Theories, Principals, Professional Development, Professional Education
Beswick, Kim; Swabey, Karen; Andrew, Rob – Mathematics Education Research Journal, 2008
This paper reports on the development and use of a classroom observation reflection tool designed to measure the extent to which pedagogies acknowledged in the literature as contributing to effective teaching of mathematics for numeracy are present in classrooms. The observation schedule was used in conjunction with a record of classroom activity…
Descriptors: Teacher Effectiveness, Numeracy, Elementary Education, Pedagogical Content Knowledge
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Beswick, Kim – Mathematics Education Research Journal, 2005
The findings of a study that examined the connection between the beliefs of secondary mathematics teachers and their classroom practices are reported in this article. Classroom practice was defined in terms of the extent to which classroom environments could be characterised as constructivist. Cluster analysis was used to group teachers according…
Descriptors: Beliefs, Secondary School Mathematics, Mathematics Teachers, Educational Practices