Six parents of Year 4–6 students at a rural primary school were interviewed to explore their perspectives on the mathematics education of their children.
You are here
In an exploratory study that raises questions for the future teaching of problem solving, algebra, and context-based problems, Year 12 students were questioned about their thought processes while they attempted to solve selected word problems. Their responses challenged the researchers’ assumptions. Given the emphasis on problem solving in the curriculum, students’ lack of familiarity with methods of tackling problems raises questions.
Accessing children’s understandings through traditional methods of assessment can be problematic for teachers. This article explores how the use of drawings by a group of Year 5 children to answer questions about mathematics allowed them to describe their ideas more clearly, and contributed to a deeper knowledge of their beliefs and understandings.
How well do our students learn what we set out to teach them? There are many opinions, but not enough facts. This article summarises the results of 35 years of international surveys of achievement in reading, mathematics, and science. There is some support for our reading programmes in the cross-national data, but serious questions remain about our weaknesses in mathematics and science.
Seeing a withdrawal programme for gifted students in mathematics from the perspectives of the students, parents, regular class teachers, and the specialist teacher gives insights about the social and academic needs of these students, their interests, and their future aspirations. The authors discuss issues and challenges for teachers, parental roles and concerns, and the strengths and weaknesses of the programme. They also suggest implications for other schools.
This article describes how a teacher in a high school classroom facilitated her students' acquisition and use of the specialist language of mathematics. Using ideas from second language acquisition, the teacher's strategies for language development are grouped into four stages. This paper suggests that for students to become fluent producers and interpreters of the mathematics register there must be opportunities for them to use the language at all four stages.
In recent years, a number of countries including New Zealand have initiated numeracy projects to enhance the learning and teaching of mathematics. These initiatives are to be applauded as they provide mathematics education with a focus for the professional development of teachers that has political and community support, and there is no doubt that with little time available for mathematics education in preservice teacher education, such development opportunities are desirable.
Literature provides a strong case for the importance of teachers caring about their students' mathematics achievement, and provides a wide range of ways teachers can show such care to their students. This article describes New Zealand students' and teachers' views on the importance of teachers caring about mathematics progress and identifies key features found in three Year 10 multicultural mathematics classrooms where teachers show such caring.
This article reports on the analysis of a videotape of four children participating in a group mathematical task. The authors discuss the ways that the context, social organisation, and resources of the task shaped the children's approach to the task, and the implications of this for teachers.
Memorising a large repertoire of basic facts takes a significant cognitive load off the brain, allowing greater focus on the mathematics being explored. Neill outlines the benefits of having automated basic facts and advises on progressive memorisation of several key number facts.