Experimenting with Reform-Orientated Approaches: Difficulties and Advantages Experienced by Primary Mathematics Teachers [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).

Autor/in	McCormick, Melody
Institution	Mathematics Education Research Group of Australasia
Titel	Experimenting with Reform-Orientated Approaches: Difficulties and Advantages Experienced by Primary Mathematics Teachers [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Mathematics Instruction; Mathematics Teachers; Elementary School Teachers; Elementary School Mathematics; Foreign Countries; Problem Solving; Teacher Surveys; Grade 3; Grade 4; Grade 5; Thinking Skills; Elementary School Students; Teaching Methods; Difficulty Level; Educational Opportunities; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; Ausland; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Bildungsangebot; Bildungschance; Australien
Abstract	There have been many attempts to reform mathematics teaching in Australia to encourage teachers to use more cognitively demanding tasks that focus on problem solving and reasoning. However, there is limited specific advice for teachers on how best to do this. This paper reports on one set of survey items that examines 52 teachers' responses to experimenting with a reform-orientated approach and challenging tasks through the EPMC project. Findings indicate that the EPMC approach was different to most teachers practice, and despite the difficulties experienced by both students and teachers, both responded positively and reported the approach effectively supported student learning and in developing growth mindsets. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01