This paper describes the lesson practices at one very remote school that has been highly successful in numeracy. Drawing on a significant body of diverse research that promotes quality teaching and learning, this case study describes the features of the practice that have been implemented across the school. Teachers’ voices provide both justification for the adopted practices and insights into why the practices have been effective within the context of the school. Finally, consideration is given to the on-going sustainability of changed practices within the school.
|Title of host publication||Mathematics education in the margins: proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia|
|Editors||K Beswick, T Muir, J Wells|
|Place of Publication||Hobart|
|Number of pages||8|
|Publication status||Published - 2015|
|Event||International Group for the Psychology of Mathematics Education: PME39 (2015) - Hobart, Hobart, Australia|
Duration: 13 Jul 2015 → 18 Jul 2015
|Conference||International Group for the Psychology of Mathematics Education|
|Period||13/07/15 → 18/07/15|
JORGENSEN, R. (2015). Successful mathematics lessons in remote communities: case study of Balargo. In K. Beswick, T. Muir, & J. Wells (Eds.), Mathematics education in the margins: proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia (Vol. 3, pp. 317-324). Hobart: PME.