Addressing Diversity in an Early Years Mathematics Unit: A Matter of Design

Autor/in	Burrows, Peter
Titel	Addressing Diversity in an Early Years Mathematics Unit: A Matter of Design
Quelle	In: E-Learning and Digital Media, 7 (2010) 3, S.293-300 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2010.7.3.293
Schlagwörter	Foreign Countries; Mathematics Teachers; Mathematics Instruction; Elementary School Teachers; Educational Resources; Learning Theories; Student Diversity; Teacher Role; Teaching Methods; Program Descriptions; Learner Engagement; Instructional Design; Educational Technology; Computer Assisted Instruction; Computer Software; Multimedia Materials; Teacher Researchers; Teacher Attitudes; Video Technology; Interviews; Case Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Elementary school; Grundschule; Volksschule; Bildungsmittel; Learning theory; Lerntheorie; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Lehrerforschung; Lehrerverhalten; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Australien
Abstract	In this article the manifold aims and theorised benefits of Learning by Design are explored and evaluated through the practices and experiences of an early years mathematics teacher. The article examines and elaborates the ways in which this teacher took up and embraced Learning by Design as both a professional meta-language and as a design scaffold that underpinned her classroom practices. In particular it is shown how Learning by Design equipped this teacher to design learning that was engaging, effective and inclusive of the diverse needs of her learners, and how she employed the language of Learning by Design to think-through, explain and articulate her work, thereby making her practices and experiences accessible to others. The research underpinning this article was drawn from a three-year project funded by the Australian Research Council. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10