Working Collaboratively to Improve the Learning and Teaching of Mathematics in a Rural New Zealand Community

Autor/inn/en	Ell, Fiona; Meissel, Kane
Titel	Working Collaboratively to Improve the Learning and Teaching of Mathematics in a Rural New Zealand Community
Quelle	In: Mathematics Education Research Journal, 23 (2011) 2, S.169-187 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-011-0010-7
Schlagwörter	Feedback (Response); Rural Schools; Academic Achievement; Foreign Countries; Number Concepts; Educational Opportunities; Mathematics; Mathematics Instruction; Mathematics Education; Cooperation; Teachers; Students; New Zealand + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulleistung; Ausland; Number concept; Zahlbegriff; Bildungsangebot; Bildungschance; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Co-operation; Kooperation; Lehrer; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; Neuseeland
Abstract	This paper examines how a teacher-led cluster of rural schools used evidence of student achievement to improve the quality of learning opportunities for students in mathematics. The teachers began to collect evidence in order to promote constructive dialogue and stimulate action. An inquiry cycle provided feedback to schools through the cluster members. The students' results show that in two terms most of the five schools were able to accelerate progress in basic facts and place value. When the teachers' written intentions are considered alongside these results it appears that emphasising the broader mathematical context of these basics may have been more effective than practising them in isolation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10