Developing a Theoretical Framework to Inform the Design of a Teacher Professional Development Program to Enable Foundation to Year 2 Teachers of Mathematics to Build on Indigenous and Low-SES Students' Cultural Capital

Autor/inn/en	Anderson, Robyn; Stütz, Alexander; Cooper, Tom; Nason, Rod
Titel	Developing a Theoretical Framework to Inform the Design of a Teacher Professional Development Program to Enable Foundation to Year 2 Teachers of Mathematics to Build on Indigenous and Low-SES Students' Cultural Capital
Quelle	In: Mathematics Teacher Education and Development, 19 (2017) 3, S.94-116 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Faculty Development; Teacher Improvement; Mathematics Teachers; Indigenous Populations; Low Income Groups; Cultural Capital; Indigenous Knowledge; Mathematics Instruction; Foreign Countries; Underachievement; Holistic Approach; Interviews; Teacher Surveys; Questionnaires; Journal Writing; Elementary School Mathematics; Australia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sinti und Roma; Mathematics lessons; Mathematikunterricht; Ausland; Performance deficiency; Leistungsschwäche; Holistischer Ansatz; Interviewing; Interviewtechnik; Fragebogen; Zeitschriftenaufsatz; Elementare Mathematik; Schulmathematik; Australien
Abstract	This paper reports on the early stages of the conceptualisation and implementation of the Accelerated Inclusive Mathematics-Early Understandings (AIM EU) project, a project whose major goals are to advance theory and practice in the improvement of Foundation to Year 2 (F-2) teachers' capacity to teach mathematics and through this to enhance F-2 Indigenous and low-SES students' levels of engagement and learning of mathematics. A design-research methodology was used to achieve the advancement of theory and practice. The major outcome of the research is a revised theoretical framework to inform the design and implementation of culturally relevant mathematics pedagogy for F-2 Indigenous and low-SES students. (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: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01