"Maths outside of Maths": Pre-Service Teachers' Awareness of Mathematical and Statistical Thinking across Teachers' Professional Work

Autor/inn/en	Bailey, Judy; Cowie, Bronwen; Cooper, Beverley
Titel	"Maths outside of Maths": Pre-Service Teachers' Awareness of Mathematical and Statistical Thinking across Teachers' Professional Work
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 1, S.1-18, Artikel 1 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Preservice Teachers; Knowledge Level; Mathematics Skills; Thinking Skills; Elementary School Teachers; Mentors; Data; Literacy; Data Analysis; Teaching Skills; Foreign Countries; Student Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Daten; Alphabetisierung; Schreib- und Lesefähigkeit; Auswertung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Schülerverhalten; Neuseeland
Abstract	Mathematical and statistical thinking is involved across the breadth of people's home and work life and leisure activities. This paper reports on an aspect of a project that aimed to develop preservice teacher awareness of the mathematical and statistical thinking required across the breadth of primary teachers' professional role. This thinking is conceptualised as the mathematics and statistics embedded in each of the curriculum learning areas, in data literacy, and administration and management tasks. Mentor meetings indicated pre-service teachers who were completing a one-year graduate diploma initially had a limited awareness of the extent of this thinking. Through focus group discussions across the year participating preservice teachers' commentary showed an increased awareness and appreciation of the breadth of contexts where teachers might encounter mathematics and statistics thinking beyond mathematics lessons. Given awareness is fundamental to learning and subsequent action we posit that developing this awareness during teacher education is important. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01