ORCID Profile
0000-0002-4707-8898
Current Organisation
University of Queensland
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy | Curriculum Studies: Mathematics Education | Teacher Education: Primary | Learning Sciences | Teacher Education and Professional Development of Educators | Primary Education (excl. Māori)
Learner and Learning Processes | Pedagogy | Primary education | Learner and Learning Achievement | Moral and Social Development (incl. Affect) | Learner Development | Teacher and Instructor Development | Occupational training |
Publisher: Springer Science and Business Media LLC
Date: 07-02-2015
DOI: 10.1007/S10649-015-9593-3
Abstract: The goal of this article is to introduce the topic of learning to reason from s les , which is the focus of this special issue of Educational Studies in Mathematics on statistical reasoning . S les are data sets, taken from some wider universe (e.g., a population or a process) using a particular procedure (e.g., random s ling) in order to be able to make generalizations about this wider universe with a particular level of confidence. S ling is hence a key factor in making reliable statistical inferences. We first introduce the theme and the key questions this special issue addresses. Then, we provide a brief literature review on reasoning about s les and s ling. This review sets the grounds for the introduction of the five articles and the concluding reflective discussion. We close by commenting on the ways to support the development of students’ statistical reasoning on s les and s ling.
Publisher: Informa UK Limited
Date: 20-01-2011
Publisher: Springer International Publishing
Date: 2016
Publisher: Springer Fachmedien Wiesbaden
Date: 08-11-2013
Publisher: Springer Science and Business Media LLC
Date: 17-03-2017
Publisher: Springer Netherlands
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 31-01-2017
Publisher: Springer US
Date: 2007
Publisher: Springer Science and Business Media LLC
Date: 02-2004
DOI: 10.1007/BF02655755
Publisher: Springer Science and Business Media LLC
Date: 04-01-2014
Publisher: Springer Science and Business Media LLC
Date: 30-06-2023
DOI: 10.1007/S13394-023-00465-X
Abstract: The teaching and learning of statistical thinking begins at a young age in Australia, with a focus on data representation and interpretation from Foundation Year (age 5), and the collection, sorting and categorising of items from the natural environment starting even earlier. The intangible concept of data, as part of statistical literacy, can be complex for children to grasp, especially when applying the notion of data to the everyday world or when data are explored in isolation to an investigation process. Authentic data modelling experiences present meaningful opportunities to apply statistical thinking although expert STEM knowledge is not always accessible to primary classroom teachers, nor is it always obvious how to implement such authentic problems within a classroom context. In this exploratory case study, we present data from a Year 4 classroom (age 9) statistical investigation addressing, ‘How big is a leaf?’ linking data to the real-life STEM context they represented. The authors were interested in how the teacher’s communication processes supported her students’ emerging understandings about data. Wit’s (2018) cognitive tuning framework offered a way to capture how the communication processes in a group build to a commonly shared frame of reference. Findings revealed a pattern of communication between the teacher and students, supporting students’ changing conceptions of data and related statistical thinking processes, throughout the investigation.
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: Springer Science and Business Media LLC
Date: 17-07-2023
DOI: 10.1007/S10833-023-09487-5
Abstract: A key challenge in implementing inquiry-based learning in mathematics has been raising teachers’ confidence and skills with unfamiliar pedagogical practices. The nature of inquiry in particular challenges traditional notions of teaching mathematics that dominate the field. Few studies have explored how teachers’ perceptions of the nature of inquiry evolve as they adopt and gain experience over time teaching mathematics with inquiry. This article draws on interviews from ten primary teachers about their anticipated and initial experiences, then again after five years of experience. Using instructional vision as a lens, analysis of their perspectives of inquiry at each juncture provided insights into how teachers were confronted by and then persisted through early challenges to make mathematical inquiry a regular part of their pedagogy. This paper provides new insights of teachers’ vision of their role into adopting ambitious pedagogies over time.
Publisher: Springer Science and Business Media LLC
Date: 06-05-2012
Publisher: Springer Science and Business Media LLC
Date: 24-08-2017
Publisher: Wiley
Date: 06-2023
DOI: 10.1111/TEST.12348
Abstract: Even at the primary level, computational thinking (CT) can support young students to prepare for participating in futures that are immersed in data. In mathematics classrooms, there are few explanations of the ways CT can support students in formulating and solving complex problems. This paper presents an ex le of a primary classroom investigation (8‐9 year olds) over seven lessons of the problem “How long does it take to read a book?” The aim is to illustrate ways a statistical investigation can provide context for CT and demonstrate how the two complement each other to solve problems involving mathematics. The findings highlight opportunities and challenges that students face across the elements of CT—decomposition, abstraction, pattern recognition and modelling, and generalization and algorithmic thinking, including recommendations for teaching.
Publisher: Springer International Publishing
Date: 10-12-2017
Publisher: Springer Science and Business Media LLC
Date: 02-01-2023
Publisher: Routledge
Date: 04-01-2013
Publisher: Springer International Publishing
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 25-11-2022
Publisher: Springer Science and Business Media LLC
Date: 13-12-2013
Publisher: Springer Science and Business Media LLC
Date: 16-09-2015
Publisher: Informa UK Limited
Date: 20-01-2011
Publisher: Springer International Publishing
Date: 2016
Publisher: Springer Singapore
Date: 2016
Publisher: Springer New York
Date: 2012
Publisher: Springer Science and Business Media LLC
Date: 12-06-2018
Publisher: Springer US
Date: 2009
Publisher: Springer Netherlands
Date: 2004
Publisher: Wiley
Date: 25-06-2021
DOI: 10.1111/TEST.12259
Abstract: In this paper, we propose that informal aspects of data science could be introduced in primary school. The International Data Science in Schools Project (IDSSP) framework for data science curriculum provides a guide for a data science curriculum aimed at upper secondary level. We analyzed synergies between the IDSSP framework and the current content of the Australian Curriculum at the primary school level (ages 5‐11) for Mathematics, Digital Technologies, and two General Capabilities (ICT, Critical and Creative Thinking). Our findings suggest that the primary curriculum already exists to support informal, age‐appropriate data science content for young children. A vignette of a Year 4 (age 9) class is used to illustrate what such a curriculum could look like in practice.
Publisher: Springer Science and Business Media LLC
Date: 16-06-2018
Publisher: Springer Singapore
Date: 2016
Location: United States of America
Start Date: 2017
End Date: 12-2020
Amount: $370,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 12-2009
End Date: 03-2014
Amount: $209,718.00
Funder: Australian Research Council
View Funded ActivityStart Date: 06-2014
End Date: 12-2017
Amount: $310,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 11-2007
End Date: 11-2009
Amount: $76,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2012
End Date: 12-2015
Amount: $177,000.00
Funder: Australian Research Council
View Funded Activity