Mathematics teachers – Teaching & Learning Research Initiative

Mathematical Reasoning and Knowledge in Initial Teacher Education (MARKITE)

Introduction The New Zealand Government’s goal is to have an education system that equips all learners with the knowledge, skills, and values needed to be successful citizens in the 21st century (New Zealand Government, 2011); government policy recognises that mathematical understanding is fundamental to effective participation in society, and delivers significant social and economic benefits (Tertiary Education Commission, 2012). Unfortunately, studies suggest that a significant proportion of the adult population does not have the level of mathematical thinking needed to function effectively in society (Alkema & Rean, 2014; Department of Education and Skills, 2011; Satherley, Lawes, & Sok, 2008). Mathematical thinking and reasoning skills are embedded in many of the activities

Capturing learning in undergraduate mathematics: a Learning in Undergraduate Mathematics: The Outcome Spectrum (LUMOS) report

Dedication Judy Paterson sadly passed away during this research project. However, her contribution was a major one, co-leading the design and grant application team, taking responsibility for the Team-Based Learning innovation, conducting interviews, and contributing strongly in several of the learning output observation groups. We dedicate this report to her memory. – Bill Overview of the project The LUMOS Project had two parts: the development of three innovative methods of undergraduate mathematics course delivery, and the identification and observation of a wide range of desired learning outcomes. This project sought to link these aspects. The research questions were: What practical, pedagogical, administrative and curricular barriers need to be overcome to establish

Learning the work of ambitious mathematics teaching

Introduction Seen by policy makers as both the cause of and a solution for education problems, teacher education is frequently criticised for not producing teachers of sufficient quality, while simultaneously being viewed as “an ideal site for increasing teacher quality, providing it is subject to reform” (Ell & Grudnoff, 2012, p. 79). Calls for reform (Education Workforce Report, 2010; NZTC, 2010) relate to newly qualified teachers’ capacity to respond to the needs of an increasingly diverse student body, alongside changing educational outcomes in terms of knowledge and competencies (Andretti & Major, 2010). Such calls are particularly pertinent to mathematics education. In New Zealand, too many students are disaffected with their mathematics

Learning to “friendly argue” in a community of mathematical inquiry

Introduction This project explored the sorts of culturally responsive pedagogy teachers can engage in to optimise equitable access for students to proficient forms of mathematical talk and activity. The project sought to further our knowledge of the effects on student achievement and mathematical disposition when a specific focus is placed on building a classroom culture of mathematical inquiry and argumentation. Key findings The teachers were able to create more opportunities for collaborative group activities focused on mathematical inquiry. The students’ role in inquiry mathematics learning activities required a dramatic change from passive receiver to active learner. Students developed new ways of thinking about mathematics and their relationship with mathematics, and came

Teachers Learning Mathematics: Professional development research

Introduction The issue of mathematical knowledge of teachers has been documented in New Zealand for 80 years, but no effective long-term solution has been found; indeed, the situation has worsened. For example, the 2004 New Zealand Ministry of Education Teacher Census (Ministry of Education, 2005) showed that 25 percent of secondary school mathematics teachers had no university mathematics qualification—a rise from 21 percent in 1977. This one-year research study, undertaken in 2007, aimed to investigate the development of teachers’ own mathematical knowledge for teaching. Seven secondary teachers used action research methodology to investigate, develop and evaluate some aspect of their mathematical knowledge, completing two cycles over the year. In addition, the

TLRI Mathematics Enhancement Project: Professional Development Research

1. Introduction The research project on professional development reported here was conducted within the context of the Mathematics Enhancement Project. The Mathematics Enhancement Project involves the Mathematics Education Unit of the Department of Mathematics, University of Auckland, working with senior mathematics teachers in low decile secondary schools in the Manukau region. It was the result of a needs analysis conducted in 1999–2000 and is an ongoing development and research endeavour that aims to enhance mathematics achievement at a time when students are making the transition from secondary school to tertiary education. The project works at the student level, at the teacher level, and at the school and parent community level. The

Teachers developing as researchers: teachers investigate their use of questions in mathematics

1. Introduction In this research project, a group of teachers developed their research capability through their investigation of the use of questioning to facilitate students’ learning in mathematics. Eight teacher researchers worked in partnership with two research team leaders to analyse their own practice in order to identify aspects of questioning behaviour. During this one-year project, the teacher researchers had significant input into the shape and direction of the research. It was intended that this research project would build understanding by adding the teachers’ perspectives of the strengths and weaknesses of current pedagogical practice to the existing body of research. The project was closely aligned with the following principles of the