Yvonne Smith, Keryn Davis and Sue Molloy
Early Childhood Folio Vol. 15 No. 2 (2011)
15
In this article, Yvonne, a junior school teacher, describes how she decided to explore how key competencies could be integrated into the daily programme, and assessed, without creating extra workload for teachers. The article outlines how, with support from research co-ordinators Keryn and Sue, Yvonne developed a way in which she could document the learning of key competencies and the learning of the subject-related learning areas at the same time.
Sashi Sharma, Phil Doyle, Viney Shandil and Semisi Talakia'atu
set 2011: no. 1
43
One of the most important goals for teaching statistics is to prepare students to deal with the statistical information that increasingly impacts on their everyday lives. Students need to be able to critically evaluate statistical information and data-based arguments. The findings of this collaborative research study of Year 9 students suggest that all students can and should be exposed to critical thinking in statistics, and identify some ways that teaching of statistical literacy might be altered for greater effectiveness.
Michael Drake
set 2011: no. 1
34
Fractions are important mathematically and in everyday life but are complicated and difficult to learn. Teachers therefore need to be able to work out what students understand about fractions and what is causing them problems. This article reports on a study where students were asked to answer a number of items involving fractions on number lines and measurement scales. The items provided a simple way to assess and interpret student understanding that teachers may find useful.
Merilyn Taylor and Judy Bailey
Curriculum Matters 7: 2011
87
The aim of this article is to comment on the ways in which beliefs and theories of learning affect the teaching and learning of mathematics. When mathematics is viewed as a static body of knowledge, a transmission style of teaching is often employed. In contrast, a radical constructivist view of learning suggests that mathematics could be a constructive and creative endeavour. We suggest that this perspective of mathematics aligns with the principles, values and key competencies in The New Zealand Curriculum (Ministry of Education, 2007).
Margaret Walshaw and Roger Openshaw
Curriculum Matters 7: 2011
8
This paper explores views of mathematics that have been offered in parliamentary exchanges over the past two decades. It makes connections between the development of mathematics curriculum and the political and ideological arrangements in which curriculum is nested. In tracing how school mathematics debates in parliamentary sessions are set within specific social, cultural and economic contexts, we draw attention to an increasing national drive for competitiveness and to heightened allegations of falling standards.
Jennifer Young-Loveridge and Judith Mills
set 2011: no. 1
51
How can teachers support students' additive thinking? This article focuses on the study of a lesson designed to teach the equal additions strategy for subtraction, in which many teachers, despite having a strong commitment to promoting conceptual understanding, struggled with various aspects of the material and resorted to teaching procedurally. The authors conclude that teachers need to have a deeper, more connected understanding of addition and subtraction in order to develop their pedagogical content knowledge in mathematics.
Glenda Anthony and Liping Ding
Curriculum Matters 7: 2011
159
International comparative studies offer unique opportunities to interrogate and challenge embedded practices within education systems. In this paper we explore the textbook presentation of fractions from a Chinese text. The fraction tasks reviewed in the Chinese text involve practice on learnt knowledge as well as exercises designed to extend the learnt knowledge to generate integrated knowledge structures and to develop flexible problem-solving abilities.
Michael Johnston
Assessment Matters 2 : 2010
158
The Premier New Zealand Scholarship, awarded annually to students performing at a high level in multiple secondary school subjects, has historically been dominated by students with successful results in mathematics and the sciences. Three possible explanations for this dominance are explored in the present article. The first is that greater numbers of students undertake assessments in combinations of these subjects than in combinations of other subjects.
Sally Peters and Lesley Rameka
Early Childhood Folio Vol 14 no.2 (2010)
8
How can we grow rich, authentic mathematics in early childhood settings? This article focuses on a framework, Te Kākano (the seed), which is a metaphor for growing rich mathematics. Te Kākano is set out in Book 18 of Kei Tua o te Pae and is now central to a new early childhood resource, Te Aho Tukutuku: Early Mathematics, to be published in 2010. This article expands on the background material in Te Aho Tukutuku: Early Mathematics, giving further insight into the collective thinking and theoretical ideas behind the Te Kākano approach.
Kevin Hannah
Curriculum Matters 5 : 2009
138
In their introductory acknowledgements to this two-volume set, editors Robin Averill and Roger Harvey recall that the initial idea behind the books was to create a suitable text for secondary mathematics initial teacher education programmes, modelling the structure around the very successful editorial efforts of Jim Neyland with Mathematics Education: A Handbook for Teachers. I expect the audience will be more numerous than that intention implied.
Sales order form
