By Jane Watson, Kim Beswick, Natalie Brown

Academic study studying in altering occasions studies 3 dimensions of a longitudinal Australian research with the last word target of enhancing the math studying results for all heart university scholars in guidance for the quantitative literacy necessities of the twenty first century. It used to be additionally was hoping to enhance the clients for college kids with the curiosity to review additional arithmetic. The venture supplied expert studying possibilities for lecturers, performed case stories in person faculties, produced well-documented lecture room actions based on the goals, and measured instructor and scholar swap over 3 years. the 3 major sections of the booklet conceal the formal facts assortment and research, the qualitative research of the case experiences, and a few of the pro studying actions for academics. the ultimate part studies the reflections of the authors, specially relating to the altering academic setting within which the undertaking happened. Many different international locations are experiencing related academic switch. The publication will complement different assets for graduate courses for pre-service and in-service arithmetic academics by means of modeling either a pragmatic method of quantitative and qualitative learn and more than a few useful lecture room actions. it's going to additionally help these supplying expert studying for academics within the box, unrelated to formal study, as thirds of the content material relies on lecture room reports with arithmetic.

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Extra resources for Educational Research and Professional Learning in Changing Times: The MARBLE Experience

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Because of the desire to encourage change in teacher behaviour the case studies often incorporated a design experiment element as outlined by Cobb, Confrey, deSessa, Lehrer, and Schauble (2003) and The Design-Based Research Collective (2003). The five criteria for their design experiment were incorporated in most of the case studies but are illustrated here from Chapter 10. First the design intertwined with a starting framework usually mathematical; in Chapter 10 it was a framework for informal inference.

METHODOLOGY Case studies. , an activity, event, process or individuals) based on extensive data collection” (p. 476). The cases in the MARBLE project were generally teacher initiated and focussed, in collaboration with the researchers, on changing practice and student outcomes. Sowders’ (2007) discussion of case studies in the context of mathematics education indicates case studies are used “to assist teachers in examining their practice and their students’ reasoning and understanding” (p. 180).

Proportional reasoning is also the target of applications in Chapters 16 and 21. 11. Summary of professional learning activities for teachers. Focus of Professional Learning Whole of Cluster Professional Learning 30 Mathematical content knowledge Fractions Measurement Ratio Problem solving TinkerPlots (Data collection, handling, representation, interpretation, evaluation) Mental computation Place value Accuracy Space Decimals Percentages Proportional reasoning Quantitative literacy (in media) Chance and Data (Odds) Number properties Graphic Calculators Pattern & algebra Capture/ recapture (proportional reasoning) Pedagogical content knowledge Fractions Pi Chance and Data (Designing surveys, collecting data, representing data, interpreting data) Problem solving Numerate language Mental computation strategies Proportional reasoning Knowledge of students as learners Division Fractions Applying rubrics to students’ responses Progression statements Modifying mathematical language in testing situations to reflect student literacy skills How to use and benefits of maths games Misconceptions/ confusions of fractions How to use and benefits of concrete materials Curriculum knowledge Coordinating the mathematics curriculum Assessment: Formative and summative including use design and use of rubrics Making interdisciplinary connections with science; SOSE Planning units of work – connecting understanding goals with teaching, learning and assessment Quantitative literacy (in media) – linking numeracy and science Using the DoE eCentreLearning Objects to plan a unit of work How, what and why of the new Numeracy curriculum METHODOLOGY Focus of Professional Learning School Case Studies Mathematical content knowledge TinkerPlots Constructing a school scope and sequence Student produced resource kits Pattern & algebra Proportional reasoning Problem solving Pedagogical content knowledge Mental computation strategies TinkerPlots Developing conceptual understanding of fractions Knowledge of students as learners Mental computation and problem solving strategies Curriculum knowledge Implementing an Inquiry Whole-school numeracy audit Assessment strategies Data Analysis Teacher profile.

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