Shelley Dole

Transforming Professional Practice in Numeracy Teaching

The development of numeracy, sometimes known as quantitative literacy or mathematical literacy, requires students to experience using mathematics in a range of real-world contexts and in all school subjects. This chapter reports on a research study that aimed to help teachers in ten schools plan and implement numeracy strategies across the middle school curriculum. Teachers were introduced to a rich model of numeracy that gives attention to real-life contexts; application of mathematical knowledge; use of representational, physical, and digital tools; and positive dispositions towards mathematics. These elements are grounded in a critical orientation to the use of mathematics. Over one school year, the teachers worked through two action research cycles of numeracy curriculum implementation. The professional development approach included three whole-day workshops that supported teachers’ planning and evaluation and two rounds of school visits for lesson observations, teacher and student interviews, and collection of student work samples. During workshops, teachers also completed written tasks that sought information about their confidence for numeracy teaching and how they were using the numeracy model for planning. Drawing on data collected during workshops and school visits, we demonstrate how teachers’ instructional practices changed over time as they progressively engaged with the numeracy model.

Curriculum Intent, Teacher Professional Development and Student Learning in Numeracy

Numeracy, or mathematical literacy as it is also known, is a major educational goal internationally, and as such, is addressed in the curriculum documents of educational jurisdictions and in national and international testing regimes. This chapter reports on an aspect of a research study which investigated the interrelationship between curriculum intent, teacher professional learning and action, and students’ perspectives on their own learning in a 12 month long research and development project. Specifically, this chapter examines the impact upon student learning as a teacher attempted to implement the numeracy requirements of a state based curriculum in an educational jurisdiction within Australia. These attempts were structured through a rich model of numeracy and supported through regular interaction with the project researchers in a collaborative partnership aimed at improving student learning outcomes in alignment with state curriculum objectives. An emergent aspect of the project is the importance of a clear model of numeracy, which outlines essential elements, to changes in a teacher’s numeracy practice. These changes in practice led to positive student views on their mathematics learning and to greater connectedness of this learning within and outside of mathematics itself.

Taking advantage of incidental school events to engage with the applications of mathematics: the case of surviving the reconstruction

This paper reports on one aspect of a 2 year research and development project aimed at enhancing primary and secondary teachers’ instructional practices in numeracy. The project made use of Goos’ model of numeracy as a basis for assisting teachers to plan for teaching and also to reflect upon the effectiveness of their practice. As part of the project, teachers were challenged to develop learning experiences which were relevant to their own students’ lived-in worlds. One teacher took advantage of a major, potentially disruptive, building development within her school to design a sequence of lessons in which students were challenged to adapt to the changes that were associated with the construction. The chapter concludes by discussing the changes to the teacher’s disposition towards incorporating events from the students’ lived-in worlds into her teaching practice.

Spelling Bug: benefits of using adaptive technology for training spelling in primary school classrooms

We have developed, used and evaluated Spelling Bug, a computer program designed for teachers and students in primary school classrooms, in three schools in Brisbane over 1.5 years. We evaluated how learner-adaptive computer programs can be successfully integrated in primary classrooms in situ, using observations, interviews and computer-based data logs. The study found participating teachers felt time poor and they did not priorities learning to use new technologies. However, if they find add-on value they use the technology to complement traditional teaching. The response to using Spelling Bug was positive from both teachers and students. Students enjoyed a new task for working with spelling and they responded positively to the individual challenge the computer program set up for them. Teachers were pleased to find their students working independently and found time to support individual needs in the classroom. Retrieving information from a computer program gave support for teachers when making decisions on how to proceed with their teaching and presenting to parents.