The Fitzroy Valley Numeracy Project: Assessment of Early Changes in Teachers' Self-Reported Pedagogic Content Knowledge and Classroom Practice

Autor/inn/en	Jacob, Lorraine; McConney, Andrew
Titel	The Fitzroy Valley Numeracy Project: Assessment of Early Changes in Teachers' Self-Reported Pedagogic Content Knowledge and Classroom Practice
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 9, Artikel 7 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Numeracy; Elementary School Mathematics; Mathematics Instruction; Measurement Techniques; Pedagogical Content Knowledge; Teaching Methods; Questionnaires; Interviews; Case Studies; Self Esteem; Faculty Development; Measures (Individuals); Likert Scales; Elementary School Teachers; Mathematics Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Rechenkompetenz; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Messtechnik; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Self-esteem; Selbstaufmerksamkeit; Messdaten; Likert-Skala; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Australien
Abstract	The Fitzroy Valley Numeracy Project (FVNP) was designed to improve numeracy outcomes for Indigenous students by developing a systematic, co-ordinated approach to teaching primary school mathematics. In this study, using early project data, we examine FVNP teachers' self-reported pedagogic content knowledge and classroom practice from initial and follow up questionnaires, as well as interviews from case study teachers. After the first FVNP year, teachers reported being better able to plan focused mathematics lessons and to monitor student learning. On the other hand, teachers also felt less able to make mathematics explicit to students and their confidence in providing engaging activities declined. With the caveat that these findings are preliminary, we discuss possible reasons for these changes and implications for teachers' professional learning. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10