Search

Good questioning techniques have long been regarded as a fundamental tool of effective teachers and research has found that "differences in students' thinking and reasoning could be attributed to the type of questions that teachers asked" (Wood, 2002). Past research shows that 93% of teacher questions were "lower order" knowledge-based questions focusing on recall of facts. Research continues to show that teachers ask few questions that encourage children to use higher order thinking skills in mathematics (Sullivan & Clarke, 1990). Many primary teachers have already developed considerable skill in good questioning techniques in curriculum areas such as literacy and social studies, but do not transfer these skills to mathematics. Teachers' instincts often tell them that they should use investigational mathematics more often in their teaching, but they are sometimes disappointed with the outcomes when they try it. There are two common reasons for this. One is that the children are inexperienced in this approach, find it difficult to accept responsibility for the decision-making required, and need a lot of practice to develop organised or systematic approaches. The other reason is that the teachers have yet to develop a questioning style that guides, supports, and stimulates the children without removing the responsibility for problem-solving from the children. In this article, the author presents some approaches that can be used by teachers to scaffold children's mathematical investigations through utilising a hierarchy of questions. (Contains 1 figure and 2 tables.)

Over 400 e-learning grant applications from Australian primary schools were analysed to determine the nature of the proposed ICT based projects in literacy and numeracy. Three key dimensions emerged from the teacher descriptions: ICT infrastructure, motivation and ICT use, and pedagogy and innovation. The three dimensions, and the interactions between them, provide a means for understanding the complex factors within an individual school that determine the nature of ICT use and the potential for innovation. Several types, or levels, were identified within each dimension, together forming a framework that can be applied as both a research tool and a model for describing in detail the current status of ICT use in a school. (Contains 5 tables and 6 figures.)

The integration of information and communication technology (ICT) into school educational practice is seen as being crucial to prepare "young people to participate in and contribute to an information society that requires high levels of literacy, numeracy, technological competence and a spirit of creativity and enterprise". In National Literacy and Numeracy Week 2002, the Commonwealth Bank e-Learning Grants program was launched, and has continued annually since then, providing a total of $350 000 funding each year for literacy and numeracy e-learning projects in Australian primary schools. In the first year, applications were submitted by 1300 Government, Catholic and Independent schools, which represented almost 20% of all primary schools in Australia. Four hundred and sixty-four schools provided consent for the information contained in their applications to be analysed with the purpose of determining the characteristics of e-learning in this context. This article presents a description of the nature of the projects that focused on using ICT to support the teaching and learning of mathematics and numeracy (e-learning). The innovative ideas these schools proposed might encourage or inspire other teachers to attempt similar uses of ICT in their mathematics programs. (Contains 1 figure.)

This paper reports on a study focused upon 83 pre-service primary teachers in their first mathematics pedagogy subject at the University of Western Sydney. They completed three surveys: an achievement test of the mathematics they would be expected to teach; a survey of their beliefs about mathematics, mathematics teaching and mathematics learning; and a survey of their attitudes towards mathematics. The experiences and beliefs of pre-service teachers influence the formation of attitudes and these, in turn, influence their classroom practices and beliefs. These beliefs, attitudes and practices may sometimes be at variance with the main direction of their tertiary teaching methods courses. Thus, it is crucial in assisting pre-service teachers to understand their own beliefs, attitudes and practices, and that these are made explicit and examined. This paper reports the data from the achievement test, belief survey and the attitude survey, and investigates the relationships between these data. The results from this study show some connections, although relatively weak, among the three constructs and lead us to speculate on possible reasons for these. (Contains 6 tables.)

Sometimes simple ideas are more productive than complex and over-prepared lessons; perhaps because of the flexibility afforded both teachers and students. This article provides a description of the basic activity and the potential mathematics associated with it. It also gives examples of how the basic activity could be implemented with students of various stages of development, ranging from about 4 years to 12 years of age.

The article focuses on the multidimensional framework in articulating instructional strategies to enhance middle-grades students' engagement and motivation in mathematics. It describes motivations as the fuel for mathematics learning and is an essential component of mathematics construction. Also highlighted are the findings from studies suggesting that teaching strategies designed for student motivation in mathematics at schools also improve learning outcomes.

This paper reports on a study focused upon 83 pre-service primary teachers in their first mathematics pedagogy subject at the University of Western Sydney. They completed three surveys: an achievement test of the mathematics they would be expected to teach; a survey of their beliefs about mathematics, mathematics teaching and mathematics learning; and a survey of their attitudes towards mathematics. The experiences and beliefs of pre-service teachers influence the formation of attitudes and these, in turn, influence their classroom practices and beliefs. These beliefs, attitudes and practices may sometimes be at variance with the main direction of their tertiary teaching methods courses. Thus, it is crucial in assisting pre-service teachers to understand their own beliefs, attitudes and practices, and that these are made explicit and examined. This paper reports the data from the achievement test, belief survey and the attitude survey, and investigates the relationships between these data. The results from this study show some connections, although relatively weak, among the three constructs and lead us to speculate on possible reasons for these. [ABSTRACT FROM AUTHOR]

Provides information on the NRICH Online Maths Club Internet service. Web site components; Features of the Web site; Examples of mathematical problems posted in the Web site.

Encourages teachers to share their experiences and become contributors to the "Australian Primary Mathematics Classroom" journal. Two main reasons for overcoming the initial reluctance to write; Checklist that may be useful to consider when reading the article; Basic submission instructions.

An introduction is presented in which the editor discusses various reports within the issue on topics including the mathematical knowledge acquired by pre-service teachers in their professional preparation for teaching primary school children, the facilitator's role in professional development activities, and the teachers' responses to innovations in a mathematics curriculum.

The article provides ideas and activities that are designed for middle primary students to perceive the relationship between the two-dimensional (2D) representation, to apply the language of relative direction and to visualise a pathway in terms of a sequence of distances and directions. The children can be asked to predict two sections of the route before the "robot" moves to increase the use of visualisation. The idea of marking out grid lines must be introduced to move the "robot" along as a way to improve the accuracy of both direction and distance.

The article presents various methods of graph interpretation that can be used in teaching mathematics in primary and middle school level. One of the methods is to interpret an unlabelled graph which allows hundreds of acceptable scenarios applicable for the graph. Another method suggested is interpreting a line graph by using storytelling. It provides several questions that will guide students in the process of analyzing graphs.

Presents a mathematical activity which involves paper cutting. Details of the process of cutting squares into triangles; Background on several geometric concepts discussed in the activity; Factors to be considered by teachers when adapting the activity to various educational levels.

An introduction is presented in which the editor discusses various reports within the issue on topics including teaching mathematics, teacher's deficiency to work with mathematical definitions, and the complexity of implementing contextual-based learning of mathematics.