Learning communities – Teaching & Learning Research Initiative

LEMMA: Learning Environments with Mathematical Modelling Activities

Introduction The LEMMA project—Learning Environments with Mathematics Modelling Activities—grew out of a concern that many of our mathematics students struggle to use mathematical concepts flexibly to solve problems in the real world. The LEMMA project designed learning environments that encourage students to develop sophisticated conceptual understandings and communication competencies through mathematical modelling activities. Like a lemma in mathematics, LEMMA is not a grand theorem or solution, but merely “a stepping stone to a larger result” (Wikipedia, 2009)—the desired result being improved mathematical competencies among New Zealand secondary school students. Key findings Rich mathematical modelling activities such as model eliciting activities (MEAs) (Lesh, Hoover, Hole, Kelly, & Post, 2000) can elicit a

Researching Understanding of Learning and Teaching (RULT): a case study in using practice-based research to develop a school-wide learning community

Project Description This research project investigates how teachers who are using a peer-coaching model to help each other gain a deeper understanding of teaching and learning can distil and share their emerging experiential knowledge, and how this influences future praxis (thinking and acting) in teaching. The school aims to build a reflective learning community where teachers collaborate deliberately to support improved outcomes for students. The project involved four cycles of activity in which the “learning stories” from the peer-coaching model will be documented and used to promote fresh questions about individual and collective learning. Project Outputs Conner, L. & Mayo, E. (2008). Challenging assumptions about research: Using self-study research to develop learning