Abstract
The aim of this paper is propositional and is based on research findings which suggest that success in mathematics teaching and reform is contingent upon having key personnel in schools to lead curriculum reform. Based on the outcomes of a large national study on successful practice in the teaching of numeracy for some of Australia’s most disadvantaged learners, it was found that, among other practices, the appointment of a numeracy leader alongside the use of effective and appropriate digital tools (in particular apps) supported teachers to implement strong and effective numeracy practices. This paper presents a rationale for a renewed focus on practices that will enable success for all Australian students, but most particularly those who are most at risk of mathematical mortality
| Original language | English |
|---|---|
| Title of host publication | Opening Up Mathematics Education Research : Proceedings of the 39th Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA 2016) |
| Editors | B. White, Chinnappan, M. Trenholm |
| Place of Publication | Sippy Downs |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 368-375 |
| Number of pages | 8 |
| ISBN (Print) | 9781920846282 |
| Publication status | Published - 2016 |
| Event | Opening Up Mathematics Education Research: Conference of the Mathematics Education Research Group of Australasia - University of South Australia, Adelaide, Australia Duration: 3 Jul 2016 → 7 Jul 2016 |
Conference
| Conference | Opening Up Mathematics Education Research |
|---|---|
| Country/Territory | Australia |
| City | Adelaide |
| Period | 3/07/16 → 7/07/16 |