Utilising the Expertise of Specialist Intervention Teachers in Primary Mathematics Classrooms [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).

Autor/inn/en	Gervasoni, Ann; Giumelli, Kerry; Flanagan, Linda; Downton, Ann; Roche, Anne; Wallis, Owen
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Utilising the Expertise of Specialist Intervention Teachers in Primary Mathematics Classrooms [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).
Quelle	(2023), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Specialists; Intervention; Faculty Development; Mathematics Instruction; Team Teaching; Barriers; Elementary School Students; Inclusion; Curriculum Design; Pedagogical Content Knowledge; Learning Problems; Pilot Projects; Low Achievement; Mathematics Tests; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Teacher Attitudes; Value Added Models; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teamteaching; Inklusion; Lehrplangestaltung; Pädagogische Kompetenz; Lernproblem; Pilot project; Modellversuch; Pilotprojekt; Unterdurchschnittliche Leistung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Lehrerverhalten; Australien
Abstract	Typically, more primary students qualify for mathematics intervention support than schools have the capacity to assist. This highlights the importance of every primary mathematics teacher having the expertise to design inclusive and responsive curricula and instruction for students who may experience difficulty. Our study addresses this issue through exploring how specialist intervention teachers can support the mathematics professional learning of teachers using co-teaching cycles. The findings provide insight about the challenges experienced by classroom teachers when teaching students who experience difficulty with mathematics, and the actions of the specialist intervention teachers that assisted the teachers' professional growth. (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	2024/1/01