Website
http://dataportal.arc.gov.au/NCGP/API/grants/DP0344229
Funding Status
Closed
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Funded Activity Summary
Knowledge for teaching primary mathematics: How teachers' pedagogical content knowledge develops and affects classroom practices and students' mathematics achievement. The study will investigate mathematics teaching in upper primary school, to identify the influence of teachers? mathematics-specific pedagogical knowledge, first on teaching practice and subsequently on students? learning outcomes. Case study evidence shows this influence is strong, but statistical evidence shows it is weak. This study aims to resolve this paradox by employing quality data that probes the heart of teaching and learning mathematics within a statistical study. The growth of knowledge and classroom practices of teachers graduating from two contrasting pre-service programs will also be tracked, to inform recommendations on the nature of discipline-specific pedagogical knowledge in teacher training.Funded Activity Details
Start Date: 01-2003
End Date: 12-2006
Funding Scheme: Discovery Projects
Funding Amount: $248,000.00
Funder: Australian Research Council
Research Topics
ANZSRC Field of Research (FoR)
Curriculum and Pedagogy | Curriculum Studies: Mathematics Education | Teacher Education: Primary
