Using the Scaffolding Numeracy in the Middle Years Assessment Materials to Support Student Learning

Autor/in	Breed, Margarita
Titel	Using the Scaffolding Numeracy in the Middle Years Assessment Materials to Support Student Learning
Quelle	In: Australian Primary Mathematics Classroom, 17 (2012) 4, S.28-32 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	At Risk Students; Teaching Methods; Numeracy; Mathematics Instruction; Mathematics Education; Academic Achievement; Mathematics Achievement; Middle School Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The Scaffolding Numeracy in the Middle Years 2003-2006 Project (SNMY) focussed on the efficacy of an assessment-guided approach to improving student outcomes in numeracy in Years 4-8. The project was prompted by previous research (e.g., Siemon, Virgona & Corneille, 2001), which identified an "eight-year" range in student mathematical achievement in any one year level in the middle years of schooling, and highlighted the critical importance of finding ways to address the learning needs of at-risk students. This research found that student difficulty in numeracy was primarily characterised by an inability to engage in multiplicative thinking (Siemon & Virgona, 2001). As a consequence, the SNMY Project was aimed at developing and validating an evidence-based Learning and Assessment Framework for Multiplicative Thinking (LAF) and examining the extent to which student learning could be enhanced by more targeted teaching approaches. This article describes and illustrates how the author used the SNMY Project assessment materials to support the learning of students in Year 6. In the process, the author learned a great deal about the students' multiplicative thinking. (Contains 7 figures.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10