Enhancing maths teachers' pedagogy in special schools in Queensland Australia
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98941840. Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. |
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Description
This paper reports on a project in one special school in Queensland Australia. The intention of the project was to improve the teaching and learning of mathematics to students from Preparatory to Year 12. The overarching concern of the project was the reported limited learning experiences provided to students, with maths learning reduced to a focus primarily on number. An action research/appreciative inquiry (AI) approach was used in the project to examine how teachers teach mathematics to the students. AI has been identified as a reconfiguration of action research within organisational settings such as schools. It closely interconnects with Timberley’s Inquiry Cycle which was used in the project. The project also drew on the Most Significant Change Technique. Findings indicate more work is needed to capture the actual achievement of students. There is strong evidence to suggest that teachers (not all) lack sufficient numeracy and mathematics content knowledge. There is a need for special education teachers to have a repertoire of instructional strategies that they can use to assist students. The adoption of a professional learning community is commendable, however, when decisions, planning and resource making are left to a limited few or one member, it is difficult to see the benefits of such a community.
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ID Code: | 213516 | ||
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Item Type: | Chapter in Book, Report or Conference volume (Conference contribution) | ||
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Measurements or Duration: | 7 pages | ||
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Keywords: | mathematics, special education, numeracy, Teacher education | ||
DOI: | 10.14288/1.0402129 | ||
ISBN: | 978-0-88865-476-2 | ||
Pure ID: | 98941840 | ||
Divisions: | Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Teacher Education & Leadership |
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Copyright Owner: | Consult author(s) regarding copyright matters | ||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
Deposited On: | 23 Sep 2021 03:23 | ||
Last Modified: | 01 Mar 2024 04:32 |
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