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Luoto, Jennifer; Klette, Kirsti; Blikstad-Balas, Marte – Educational Assessment, Evaluation and Accountability, 2023
Capturing and measuring instructional patterns by using standardized observation manuals has become increasingly popular in classroom research. While researchers argue that a common vocabulary of teaching is necessary for the field of classroom research to move forward, instructional features vary across classrooms and contexts, which poses…
Descriptors: Educational Quality, Instruction, Instructional Effectiveness, Bias
Amanda Gardner – set: Research Information for Teachers, 2024
In 2020, two teachers and seven students participated in an action research project that sought to improve the teaching and learning of fractions in a New Zealand primary school. This research revealed that the collaborative creation of hypothetical learning trajectories was beneficial to the teachers' practice, content knowledge, and confidence,…
Descriptors: Learning Trajectories, Mathematics Instruction, Mathematics Skills, Fractions
Peter Curtis; Brett Moffett; David A. Martin – Australian Primary Mathematics Classroom, 2024
In this article, the authors explore how the 3C Model can be used to integrate other curriculum areas with mathematics, namely digital technologies. To illustrate the model, they provide a practical example of a teaching sequence. T he 3C Model is designed to create opportunities for applying reasoning and problem-solving skills and learning…
Descriptors: Models, Computer Software, Problem Solving, Mathematics Instruction
Downton, Ann; Bobis, Janette – Mathematics Education Research Group of Australasia, 2022
In the context of a professional learning research project we investigated the nature of support offered to classroom teachers and school mathematics leaders to facilitate teachers' implementation of sequences of challenging tasks. End of year questionnaire data were collected from 70 Foundation to Year 2 teachers and ten numeracy leaders who…
Descriptors: Mathematics Teachers, Mathematics Instruction, Teaching Methods, Instructional Effectiveness
Leong, Yew Hoong; Cheng, Lu Pien; Toh, Wei Yeng Karen; Kaur, Berinderjeet; Toh, Tin Lam – Mathematics Education Research Journal, 2021
It is easy to dismiss the work of "teaching students to apply formula" as a low-order priority and thus trivialises the professional knowledge associated with this practice. Our encounter with an experienced teacher--through the examination of her practices and elaborations--challenges this simplistic assumption. There are layers of…
Descriptors: Mathematical Formulas, Instructional Materials, Instructional Effectiveness, Mathematics Instruction
Cortina, José Luis; Visnovská, Jana; Peña, Jesica; Zúñiga, Claudia – Mathematics Education Research Group of Australasia, 2022
This paper discusses the design modifications of a sequence of specified learning goals for teaching early number, which characterise an instructional resource developed in a design research collaboration with teachers in Mexican preschools. Highlighted are the types of research involvement that appear to be necessary in designing resources for…
Descriptors: Sequential Approach, Teaching Methods, Instructional Design, Preschool Teachers
Schreck, Anna; Groß Ophoff, Jana; Rott, Benjamin – International Journal of Mathematical Education in Science and Technology, 2023
In modern information societies, evaluating information, data, or knowledge claims is crucial. As these activities are influenced by epistemological beliefs, such beliefs are a key element of education in the sense that educational institutions intend to prepare students for professional and social life. Hence, this study aims to examine the…
Descriptors: Mathematics Education, Sequential Approach, Secondary School Teachers, Student Attitudes
Russo, James; Bobis, Janette; Downton, Ann; Livy, Sharyn; Sullivan, Peter – Mathematics Education Research Group of Australasia, 2022
The current study explores how teachers report using enabling and extending prompts when teaching with sequences of challenging mathematical tasks. Twenty-nine early years primary school teachers completed a questionnaire following their participation in a professional learning project. Findings suggest that teachers': view prompts as important…
Descriptors: Cues, Elementary School Students, Teaching Methods, Task Analysis
Rodríguez-Martínez, José Antonio; González-Calero, José Antonio; Olmo-Muñoz, Javier; Arnau, David; Tirado-Olivares, Sergio – British Journal of Educational Technology, 2023
This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in…
Descriptors: Foreign Countries, Elementary School Students, Grade 5, Mathematics Instruction
Sullivan, Peter; McCormick, Melody – Mathematics Education Research Group of Australasia, 2022
This paper outlines the rationale for, and some elements of, a particular approach to teaching and learning mathematics in the early years. The researchers worked with two school systems to offer both centrally delivered and school-based teacher professional learning, which included the application of illustrative teaching resources. The project…
Descriptors: Mathematics Instruction, Teaching Methods, Elementary School Mathematics, Foreign Countries
Malola, Mayamiko; Stephens, Max; Symons, Duncan – Australian Mathematics Education Journal, 2021
The importance of multiplicative thinking in supporting students' learning of key topics and success in further mathematics is widely and clearly stated in mathematics education literature. However, multiplicative thinking is not clearly stated in curriculum documents of many countries including Australia. In the "Australian Curriculum:…
Descriptors: Multiplication, Mathematics Instruction, Thinking Skills, Learning Processes
Goulet-Lyle, Marie-Pier; Voyer, Dominic; Verschaffel, Lieven – ZDM: The International Journal on Mathematics Education, 2020
This paper presents the second phase of a larger research program with the purpose of exploring the possible consequences of a gap between what is done in the classroom regarding mathematical word problem solving and what research shows to be effective in this particular field of study. Data from the first phase of our study on teachers'…
Descriptors: Mathematics Instruction, Teaching Methods, Sequential Approach, Problem Solving
Manson, Elisapesi; Ayres, Paul – Educational Psychology, 2021
This study investigated the effectiveness of using a sequence of worked examples as part of the feedback cycle. Worked examples were either presented as full worked examples or partial worked examples (single-step and completion formats). In two experiments, grade 8 students completed a learning phase on a mathematics topic, which was immediately…
Descriptors: Error Correction, Feedback (Response), Demonstrations (Educational), Direct Instruction
Hourigan, Mairéad; Leavy, Aisling – Australian Primary Mathematics Classroom, 2019
We are pleased to bring you this follow-up to Mairéad Hourigan and Aisling Leavy's article [EJ1289314] that was published in issue 1 this year. In this contribution, they demonstrate that embedding mathematics within a rich context and learning sequence assists with the consolidation of student understanding and makes more effective use of teacher…
Descriptors: Number Concepts, Mathematics Instruction, Teaching Methods, Sequential Approach
Corovic, Ellen; Downton, Ann – Mathematics Education Research Group of Australasia, 2022
This study reports on an early career Year 2 teacher's reflections of enacting specifically structured resource materials and her practice change when participating in a mathematics professional learning project. A qualitative case study was designed to examine the reflections of a teacher's pre-service and in-service teaching experiences. Data…
Descriptors: Educational Change, Mathematics Instruction, Case Studies, Preservice Teacher Education
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