Teaching Mathematics in a Project-Based Learning Context: Initial Teacher Knowledge and Perceived Needs [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012).

Autor/inn/en	Beswick, Kim; Callingham, Rosemary; Muir, Tracey
Institution	Mathematics Education Research Group of Australasia
Titel	Teaching Mathematics in a Project-Based Learning Context: Initial Teacher Knowledge and Perceived Needs [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Active Learning; Student Projects; Teacher Characteristics; Foreign Countries; Special Education; Mathematical Concepts; Thinking Skills; Pedagogical Content Knowledge; Likert Scales; Teacher Surveys; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Aktives Lernen; Schulprojekt; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Denkfähigkeit; Pädagogische Kompetenz; Likert-Skala; Australien
Abstract	This paper reports on initial data from teachers at an Australian Year 9-12 secondary school which is attempting to implement a project-based learning model across the entire curriculum. The eight teachers had diverse prior teaching experiences, including work in primary schools, special education, Year 7-10 secondary schools, and technical and further education. None had studied mathematics at tertiary level and just one listed maths as a main teaching area. Results of an initial survey indicate that most had reasonable levels of personal mathematics competence, and could identify relevant mathematical concepts among the affordances of a particular scenario, but that they struggled to articulate how they would work with students to pursue any of the relevant mathematics in depth. [This project was funded by University of Tasmania Research Enhancement Grant Number B0019931, with additional funding from the Education Faculty and the participating school. Helen Chick is also a member of the project team and contributed to the paper.] (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