Abstract
In this paper, I report on doctoral research in which I studied the changes in mathematical knowledge and beliefs of two Year 5/6 teachers as they implemented a four-week innovative curriculum unit. Such immersion experiences have the potential to develop teachers’ understanding of mathematics in the context of the classroom. Year 6 case study teacher Debbi’s experience is discussed in relation to curriculum fidelity and opportunity to learn, in particular the foregrounding of higher achieving students. Debbi’s firmly entrenched practices, related beliefs, and affective response to the curriculum presented as the dominant filters for reflection and enaction.
| Original language | English |
|---|---|
| Title of host publication | 40 years on: We are still learning! |
| Subtitle of host publication | proceeedings of the 40th annual Mathematics Education Research Group of Australasia |
| Editors | Ann Downton, Sharyn Livy, Jennifer Hall |
| Place of Publication | Adelaide, SA |
| Publisher | MERGA |
| Pages | 357-364 |
| Number of pages | 8 |
| ISBN (Electronic) | 9781920846305 |
| Publication status | Published - Jul 2017 |
| Externally published | Yes |
| Event | Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017) - Melbourne, Australia Duration: 2 Jul 2017 → 6 Jul 2017 |
Conference
| Conference | Annual Conference of the Mathematics Education Research Group of Australasia (40th : 2017) |
|---|---|
| Abbreviated title | MERGA 10 |
| Country/Territory | Australia |
| City | Melbourne |
| Period | 2/07/17 → 6/07/17 |