Section 4 expands on the importance, to individuals and society, of achieving the mathematics goals and Section 5 discusses six research-based principles of mathematics teaching. Section 3 uses assessment data to evaluate how well those goals are being met in Australia and introduces the challenge of seeking equity of opportunity in mathematics teaching and learning. Section 2 describes the goals of teaching mathematics and argues that a practical orientation should be the focus of mathematics teaching in the compulsory years, and outlines the contribution numeracy-based perspectives can make to schooling. It was motivated by and draws on the proceedings of the well-attended and highly successful ACER Research Conference Teaching mathematics? Make it count: What research tells us about effective mathematics teaching and learning, held in Melbourne in August 2010. The outcomes of this learning circle suggest useful approaches for pre-service teacher education and the development of teacher knowledge and expertise in the use of varied representations.ĪER 59 reviews research into aspects of mathematics teaching, focusing on issues relevant to Australian mathematics teachers, to those who support them, and also to those who make policy decisions about mathematics teaching. In this paper, we report the progress of an interdisciplinary peer learning circle that met regularly over the course of a semester to explore the use of representations in teaching and learning of STEM, with a focus on mathematics and science. Solving, and provides multiple entry points and access to individual STEM subjects such as mathematics (Huinker, 2015). Working with representations plays a critical role in helping students develop flexible thinking and problem Although such practices have been advocated in the teaching of mathematicsĪnd science for some time, there has been a renewed focus on representations in the teaching and learning of STEM (e.g., ACARA, 2018 Glancy & Moore, 2013). Research in STEM education suggests the development of STEM competency requires effective learning environments, including the use of varied representations (e.g., visual, symbolic) and opportunities for students to make connections among them. Student responses to why mathematics would be needed. Outcome of learning mathematics was absent from The ‘Social empowerment through mathematics’ (Ernest, 2015) Permeates and underpins science and technology. Most popular one being the perception that mathematics To the visionary goals of school mathematics, the Only about 3.5% of responses related the need for mathematics Need for mathematics to work, or study at university. That require calculations (e.g., using arithmetic, or makingįinancial calculations), and some of them related to the Needs for mathematics to the basic everyday life tasks
Of students found mathematics useful or necessary forįunctioning in daily life. To the standard aims of school mathematics.
Mathematics in students in this study were closely related This analysis showed that the perceived needs for In students for mathematics by using a schema adapted from Ernest (2015). The students’ responses were classified to identify perceived needs
Relevant to this article was asking students’ views about why mathematics would be needed.
Combining drawings with written responses, the DAMT consisted of a drawing task and two open-ended questions. The study reported here was primarily qualitative in which a version of the Draw a Mathematicians Test- DAMT (Picker & Berry, 2001) was The Australian Mathematics Education Journal (AMEJ), Vol.
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