1,721,148 research outputs found
International Research Collaborations:An Australian perspective
No full textIn the Australian research context, collaboration with international researchers is highly valued. In part, this is due to the geographical isolation of the nation and the desire to ensure that the research that emanates from the country is at world-class level. Working with international researchers who are well respected within their communities is one of the pillars upon which many Australian universities build their strategic plans. This chapter explores the international collaboration between Steve and myself
Using digital media to mediate learning in remote Aboriginal communities
No full textDeveloping pedagogies that enhance learning for Aboriginal students is a priority given their poor learning outcomes. Remote teachers recognise the strengths in the arts and sport as interest areas to build bridges between the home and school, and increasingly the strong interest in ICTs and a range of digital media is being recognised. This chapter reports on strategies used by teachers to enhance learning through the use of ICTs, by employing a culturally responsive pedagogy to build a program for remote Indigenous learners. In this chapter the tensions and affordances of such an approach are highlighted, and third generation activity theory is used to frame the learnings from this intervention.Arts, Education & Law Group, School of Education and Professional StudiesNo Full Tex
Mapping the Field and Documenting the Contribution
No full textIn this opening chapter we want to do more than provide an overview of the book and summaries of its chapters. We want to set the scene and provide a rationale for a book celebrating the life’s work and contribution of a valued academic. Through this book we want to be able, with a group of a dozen or so other colleagues, to say something about the field of mathematics education through a focus on the contribution of one key player – Stephen Lerman
Innovations in Teacher Preparation for STEM: The Value of the Theory-Practice Nexus
No full textThis paper discusses an innovative partnership between schools and universities where the state department has sought to produce high-quality graduates who are school-ready. The intent of the program is to develop centers of excellence in targeted areas. This paper discusses the development and outcomes of the STEM Center of Excellence. Using an action research approach, the team has undertaken continuous monitoring of the program to develop a quality program that best meets the needs of the learners and the profession. Follow-up interviews have been undertaken with employing principals to assess the quality of the graduates and the value-adding of the program.No Full Tex
Teachers' Beliefs and Practices in Teaching Mathematics in Remote Aboriginal Schools
No full textThe most critical factor in the provision of quality learning is the teacher (Hayes, Mills, Christie, & Lingard, Teachers and schooling: Making a difference. Allen and Unwin, Crows Nest, 2006). In the remote Aboriginal schools of the Kimberley, many of the teachers are new or recent graduates. These teachers are generally vibrant and enthusiastic, but they often lack experience and are unfamiliar with the demands and issues of teaching in remote and Indigenous contexts. In our project we found that these teachers had beliefs about pedagogy and mathematics education that were commonly positive and desirable, but they did not regularly demonstrate these beliefs in their classroom practice. Rather than seeing this discrepancy as problematic, we viewed their beliefs as aspirational, and as such they provided the impetus for development and pedagogical reform. Indeed, the data suggest that as the project progressed, the teachers were more able to put into practice some of their espoused educational beliefs
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Literacy learning : the middle years
No full textWhen students get their mathematics correct can teachers be sure that they really know what they are doing or have the developed strategies that enable them to answer problems but are never quite sure if the answers are correct or what they actually mean? This issue is a perennial one in mathematics education and has been seen to arise from the teaching of school mathematics as a set of skills and procedures that often have little or no meaning to students. In this paper, the author proposed that there is a need to pay attention to the language of mathematics in order to investigate critically students' deep understandings. For too long, school mathematics was seen to be a discipline different or even divorced from language. After all, there is a widely held perception that students that do not have a strong background in English can still do mathematics, which gives support to the notion that the two disciplines are discreet to a significant extent. The author considers what constitutes mathematical literacy.Arts, Education & Law Group, School of Education and Professional StudiesNo Full Tex
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