Principles of Practice and Teacher Actions: Influences on Effective Teaching of Numeracy

Autor/in	Muir, Tracey
Titel	Principles of Practice and Teacher Actions: Influences on Effective Teaching of Numeracy
Quelle	In: Mathematics Education Research Journal, 20 (2008) 3, S.78-101 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
Schlagwörter	Teacher Effectiveness; Numeracy; Educational Change; Mathematics Instruction; Instructional Effectiveness; Teaching Methods; Teaching Styles; Educational Principles; Discussion (Teaching Technique); Concept Formation; Teacher Attitudes; Mathematics Teachers; Knowledge Base for Teaching; Constructivism (Learning); Pedagogical Content Knowledge; Teaching Skills; Foreign Countries; Elementary School Mathematics; Australia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rechenkompetenz; Bildungsreform; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Bildungsprinzip; Concept learning; Begriffsbildung; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Elementare Mathematik; Schulmathematik; Australien
Abstract	Studies such as the Effective Teachers of Numeracy Study (Askew, Brown, Rhodes, Johnson, & Wiliam (1997) have contributed much to our understanding of what constitutes effective teaching of numeracy. This paper aims to build on these findings and to contribute a model that could be used to understand teachers' numeracy practices and the factors that influence these practices. Through a synthesis of the literature, the author has devised a set of principles of practice which encapsulates effective teaching of numeracy and has identified six teacher actions which can be used to enact these principles. Findings from case studies conducted with three teachers indicated that the model provided a useful framework for observing and understanding classroom numeracy practices. (Contains 2 footnotes, 1 table, and 1 figure.) (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: merj@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10