Mathematics teachers and working mathematically

responses to curriculum change

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

    Abstract

    As part of the moves to reform mathematics teaching in New South Wales, the Years 7-10 Mathematics Syllabus emphasises working mathematically. This paper presents the results of interviews conducted with 39 teachers to examine how they interpret the aims of working mathematically and the extent to which they are implementing working mathematically in their classrooms. The results indicate that while a small number of teachers have embraced the reforms, most have a limited conception of what working mathematically means and have not made any substantial change in their practice. The possible reasons for this situation are discussed.
    Original languageEnglish
    Title of host publicationIdentities, cultures and learning spaces
    Subtitle of host publicationproceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia
    EditorsPeter Grootenboer, Robyn Zevenbergen, Mohan Chinnappan
    Place of PublicationAdelaide
    PublisherMERGA
    Pages115-122
    Number of pages8
    Volume1
    ISBN (Print)1920846123
    Publication statusPublished - 2006
    EventAnnual conference of the Mathematics Education Research Group of Australasia, MERGA 29 (29th : 2006) - Canberra
    Duration: 1 Jul 20065 Jul 2006

    Conference

    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia, MERGA 29 (29th : 2006)
    CityCanberra
    Period1/07/065/07/06

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  • Cite this

    Cavanagh, M. (2006). Mathematics teachers and working mathematically: responses to curriculum change. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures and learning spaces: proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 115-122). Adelaide: MERGA.