Improving the Effectiveness of Mathematics Teaching through Active Reflection [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015).

Autor/in	Driscoll, Kerryn
Institution	Mathematics Education Research Group of Australasia
Titel	Improving the Effectiveness of Mathematics Teaching through Active Reflection [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (38th, Sunshine Coast, Queensland, Australia, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teaching Methods; Reflection; Elementary School Students; Student Attitudes; Teacher Attitudes; Comprehension; Teacher Role; Teacher Effectiveness; Action Research; Teacher Researchers; Student Surveys; Semi Structured Interviews; Video Technology + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lehrerverhalten; Verstehen; Verständnis; Lehrerrolle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Projektforschung; Lehrerforschung; Schülerbefragung
Abstract	A small study of active reflection was undertaken with 21 primary students in a Prep and Year 1 classroom. To provide feedback from the students on their views about their personal learning and ways they could be better supported to learn mathematics a simple survey was supplemented by one-to-one interviews. Students' perceptions of their learning of mathematics, their identification of the mathematics they were learning; and what they felt would better cater for their learning needs. Ongoing reflections by students and the teacher throughout the year provided further data for consideration. The findings show that young students are self-aware, they understand what they are learning and they have ideas about ways their teacher could support their learning. These findings fed into the teacher-reflection process and professional learning, which in turn led to some changes in classroom practice. (As Provided).
Anmerkungen	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: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01