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Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012)

This paper reports on initial data from teachers at an Australian Year 9-12 secondary school which is attempting to implement a project-based learning model across the entire curriculum. The eight teachers had diverse prior teaching experiences, including work in primary schools, special education, Year 7-10 secondary schools, and technical and further education. None had studied mathematics at tertiary level and just one listed maths as a main teaching area. Results of an initial survey indicate that most had reasonable levels of personal mathematics competence, and could identify relevant mathematical concepts among the affordances of a particular scenario, but that they struggled to articulate how they would work with students to pursue any of the relevant mathematics in depth. [This project was funded by University of Tasmania Research Enhancement Grant Number B0019931, with additional funding from the Education Faculty and the participating school. Helen Chick is also a member of the project team and contributed to the paper.]

Descriptors: Mathematics Instruction, Active Learning, Student Projects, Teacher Characteristics, Foreign Countries, Special Education, Mathematical Concepts, Thinking Skills, Pedagogical Content Knowledge, Likert Scales, Teacher Surveys, Secondary School Teachers

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: sales[at]merga.net.au; Web site: http://www.merga.net.au/

Autor: Beswick, Kim; Callingham, Rosemary; Muir, Tracey

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1917&id=ED573162


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