Primary school mathematics – 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

Enhancing teaching and learning of primary mathematics through the use of apps

1. Introduction How might enhancing teachers’ technological, pedagogical, and content knowledge (TPACK) influence the teaching and learning of primary school mathematics though using apps? The focus of this research project was on teaching and learning primary mathematics through the use of apps with mobile digital devices. Specifically, the project aimed to use the lens of teachers’ TPACK to advance and investigate the use of apps in primary mathematics classrooms, and their influence on students’ mathematical learning. Through co-inquiry based on a researcher–practitioner partnership, we co-constructed a framework to evaluate and inform teacher pedagogical decisions regarding the use of apps to enhance students’ conceptual understanding. A range of teachers across year levels