ORCID Profile
0000-0001-7132-3198
Current Organisation
University of Tasmania Faculty of Education
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English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Curriculum and Pedagogy Theory and Development | Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy |
Publisher: Informa UK Limited
Date: 09-08-2013
Publisher: Public Library of Science (PLoS)
Date: 11-06-2014
Publisher: Springer International Publishing
Date: 2022
Publisher: SAGE Publications
Date: 11-2021
Publisher: Athabasca University Press
Date: 09-2022
DOI: 10.19173/IRRODL.V23I3.6046
Abstract: Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners’ agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage with online learning unless they are intrinsically motivated, we engaged in design research to conceptualise the Birth to Level 10 Numeracy Guide for educators and families. The Birth to Level 10 Numeracy Guide fosters educators’ and adult learners’ numeracy capability across numeracy focus areas from birth to level 10 (16-year-olds). This extensive OPD resource incorporates consistent design elements, double-looped learning, nonlinear learning, self-reflection, and metacognition activities to foster educators’ pedagogical content knowledge (PCK) through experiential learning. With a section dedicated to families, the resource provides suggestions and advice to parents and carers on everyday, authentic activities to develop children and young people’s numeracy understandings at home and in the local community. As education systems continue to grapple with the disruption brought about by the COVID-19 pandemic, the Birth to Level 10 Numeracy Guide is a timely, freely accessed, viable, and scalable option for providing low-cost OPD.
Publisher: Springer Singapore
Date: 2020
Publisher: Informa UK Limited
Date: 29-12-2015
Publisher: Informa UK Limited
Date: 15-10-2005
Publisher: SAGE Publications
Date: 09-08-2021
DOI: 10.1177/00049441211036521
Abstract: Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability.
Publisher: Informa UK Limited
Date: 22-11-2021
Publisher: Informa UK Limited
Date: 15-09-2011
Publisher: BRILL
Date: 26-08-2021
Publisher: BRILL
Date: 29-01-2019
Publisher: Springer International Publishing
Date: 2017
Publisher: Informa UK Limited
Date: 26-10-2017
Publisher: Springer Science and Business Media LLC
Date: 26-09-2014
Publisher: FapUNIFESP (SciELO)
Date: 12-2021
Publisher: Springer International Publishing
Date: 2018
Publisher: Springer Singapore
Date: 2016
Publisher: Informa UK Limited
Date: 26-10-2023
Publisher: Informa UK Limited
Date: 15-10-2009
Publisher: Springer International Publishing
Date: 2021
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 2013
End Date: 12-2018
Amount: $181,000.00
Funder: Australian Research Council
View Funded Activity