Foundations of Primary Mathematics Education: An Introduction to Curriculum, Pedagogy and Content - Softcover

West, John; Budgen, Fiona

Softcover

ISBN 10: 1760529699 ISBN 13: 9781760529697

Verlag: ALLEN & UNWIN, 2019

Inhaltsangabe

Many pre-service teachers admit to feeling unsure about the mathematics they will have to teach in primary school. Others find it difficult to know how to apply the theories of teaching and learning they study in other courses to the teaching of mathematics.

This book begins by outlining some of the key considerations of effective mathematics teaching and learning. These include understanding student motivation, classroom management, overcoming maths anxiety and developing a positive learning environment. The authors also introduce the curriculum and assessment processes, and explore the use of ICT in the maths classroom. Part B outlines in a straightforward and accessible style the mathematical content knowledge required of a primary teacher. The content extends beyond the primary level to Year 9 of the Australian Curriculum as, while primary teachers may not have to teach this content, knowing it is a key part of being a strong teacher and will assist pre-service teachers to meet the requirements of the LANTITE (the Literacy and Numeracy Test for Initial Teacher Education students).

Featuring graphics and worked examples and using clear and friendly language throughout, this is the essential introduction for students wishing to begin teaching primary mathematics with confidence and enthusiasm.

'The writing style is clean and uncomplicated; exactly what my maths education students need. The blend of theories, curriculum, planning, assessment and mathematical content knowledge strikes the balance that is missing in many texts.' -- Dr Geoff Hilton, University of Queensland

Über diesen Titel

Über die Autorinnen und Autoren

John West is a Lecturer in Mathematics Education at Edith Cowan University. He has taught mathematics at primary, secondary and tertiary levels. Fiona Budgen is a Senior Lecturer in the School of Education at Edith Cowan University. She and John have a strong research interest in primary mathematics education and identifying and supporting numeracy needs of first year students.

Dr John West is a Lecturer in Mathematics Education at Edith Cowan University. He has taught mathematics at primary, secondary and tertiary levels. Dr Fiona Budgen is a Senior Lecturer in the School of Education at Edith Cowan University. She and John have a strong research interest in primary mathematics education and identifying and supporting numeracy needs of first year students.

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Foundations of Primary Mathematics Education

An Introduction to Curriculum, Pedagogy and Content

By John West

Allen & Unwin

Copyright © 2019 John West and Fiona Budgen
All rights reserved.

ISBN: 978-1-76052-969-7

Contents

1 Introduction, 
Part A: Mathematics Teaching, 
2 Understanding the Profession, 
3 Motivation, 
4 Planning, 
5 The Learning Environment and Building Relationships, 
6 The Learning Process, 
7 Unpacking the Curriculum, 
8 Assessment and Reporting, 
9 Using Technology, 
Part B: Mathematical Knowledge, 
10 Whole Numbers, 
11 Fractions, 
12 Decimals and Percentages, 
13 Measurement, 
14 Geometry, 
15 Patterns and Algebra, 
16 Statistics, 
17 Probability, 
Acknowledgements, 
Glossary, 
Answers to Exercises, 
References, 
Image Acknowledgements, 
Index, 

CHAPTER 1

Introduction

Welcome to the second edition of Foundations of Primary Mathematics Education. This book has evolved from a need to provide pre-service teachers with subject knowledge in mathematics alongside current knowledge and beliefs about teaching and learning. This is reflected in the choice of title, Foundations of Primary Mathematics Education, rather than simply Foundations of Primary Mathematics. Many pre-service teachers admit to feeling unsure about the mathematics they will have to teach in primary school. Others comment on the difficulties they have in recognising how the theories of teaching and learning they meet in other parts of their course can be applied when teaching mathematics. Part A of this book briefly outlines many of the current beliefs about effective teaching and learning. You will investigate these in more detail in other parts of your teacher education course, so the purpose here is to show how they relate to the teaching and learning of mathematics.

Part B provides the mathematical content knowledge that you will require as a primary teacher. The content of this section extends beyond the primary level to about Year 9 of the Australian Curriculum. While you may not have to teach this content, knowing it is a key part of being a strong teacher of primary mathematics. An understanding of where the primary content is leading will help you to teach with more accuracy and purpose. In order to avoid confusion, content that goes beyond the primary domain has been identified throughout Part B with this icon:

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In order to graduate, all pre-service teachers must pass a literacy and numeracy test known as LANTITE (Australian Council for Educational Research [ACER], 2017). As this is a test for all teachers, it is not exclusively focused on primary-level mathematics. The extended range of mathematical content in this book will assist pre-service teachers with aspects of their subject knowledge that may require attention.

The current context of mathematics education

According to the Australian Curriculum, Assessment and Reporting Authority (ACARA), 'learning mathematics creates opportunities for and enriches the lives of all Australians' (ACARA, 2017). In contrast, many students' experiences of school mathematics are profoundly negative. All too often the outcome of school mathematics is for students to develop an aversion to the subject that precludes them from achieving their full potential.

In 2013, the WA Department of Commerce commissioned a study of Science, Technology, Engineering and Mathematics (i.e., STEM) education in WA schools. The study involved a review of existing research and interviews with representatives of the three education sectors as well as a broad range of organisations that provide support for STEM education in Western Australia. The study revealed that the achievement of Australian primary and secondary students in STEM subjects has declined significantly in the last two decades.

The Trends in International Mathematics and Science Study (TIMSS) is a comparison of student achievement in mathematics and science in different countries and is conducted every four years. The data obtained from international benchmarking studies such as TIMSS allow educational trends to be examined over time. For example, the mathematical achievement of Australian students has fallen from being significantly above that of the United States and England in 1995 to significantly below these countries in 2007 (Brown, 2009).

In 2007, Australian students were ranked 14th behind Hong Kong, Singapore, Chinese Taipei and Japan, followed by a group of eight European countries and the United States. Students in all of these countries achieved significantly higher average scores than those in Australia. Nevertheless, the mathematical achievement of Year 4 students in Australia remained above the international average and was significantly higher than that of 20 countries, including Sweden and New Zealand (Thomson, Wernert, Underwood & Nicholas, 2008).

By 2011, the Year 4 TIMSS achievement data revealed that Australia's ranking had fallen again, this time to 18th place, with Australian students being significantly outperformed by students from 17 other countries. Significant concerns were also raised about the very low proportion of Australian students reaching the advanced achievement benchmarks. According to TIMSS 2011, only 10% of Australian students reached the advanced benchmark compared to 43% of students from Singapore (Mullis, Martin, Foy & Arora, 2012).

Widespread concern about Australia's declining performance in STEM subjects has prompted calls from the Australian Chief Scientist for urgent action at national level (Office of the Chief Scientist, 2012). Despite this, Australia's achievement has continued to decline against our international competitors. Data from the 2015 TIMSS benchmarking study revealed that Australian students were ranked 28th in the world for mathematical achievement, having been significantly outperformed by 21 countries including Kazakhstan (International Association for the Evaluation of Educational Achievement [IEA], 2016).

In addition to the decline in achievement, TIMSS data has revealed that there is a significant decline in Australian students' attitudes towards mathematics between Year 4 and Year 8. There are also major disparities in student achievement levels, attitudes and rates of participation in STEM subjects according to socio-economic status, location, race and gender. Of particular concern in states such as Western Australia is the widening achievement gap between metropolitan and non-metropolitan students and between Indigenous and non-Indigenous students (Hackling, Murcia, West & Anderson, 2014).

Participation rates in advanced or specialised mathematics subjects declined in all Australian states and territories between 1991 and 2007. For example, in Western Australia the participation rate in Calculus was 13.9% in 1992, which dropped to 7.7% by 2007 (Ainley, Kos & Nicholas, 2008). It has been suggested that part of the reason for this decline was that advanced mathematics was no longer a prerequisite subject for a range of university courses.

The Programme for International Student Assessment (PISA) provides data on the comparative performance of 15-year-old students in the OECD countries. PISA studies are conducted every three years. The 2012 PISA data revealed that the achievement gap between the highest 25% and lowest 25% of Australian students, based on their...

Details zur Ausgabe

• Verlag: ALLEN & UNWIN
• Erscheinungsdatum: 2019
• Sprache: Englisch
• ISBN 10: 1760529699
• ISBN 13: 9781760529697
• Einband: Taschenbuch
• Anzahl der Seiten: 264
• Kontakt zum Hersteller: Routledge; https://www.routledge-ny.com/; ; Stockst?dter Str. 20; Gro?ostheim; Bayern; Deutschland