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DOI

10.14221/ajte.2013v38n9.1

Abstract

The Fitzroy Valley Numeracy Project (FVNP) was designed to improve numeracy outcomes for Indigenous students by developing a systematic, co-ordinated approach to teaching primary school mathematics. In this study, using early project data, we examine FVNP teachers’ self‑reported pedagogic content knowledge and classroom practice from initial and follow up questionnaires, as well as interviews from case study teachers. After the first FVNP year, teachers reported being better able to plan focused mathematics lessons and to monitor student learning. On the other hand, teachers also felt less able to make mathematics explicit to students and their confidence in providing engaging activities declined. With the caveat that these findings are preliminary, we discuss possible reasons for these changes and implications for teachers’ professional learning.

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Link to publisher version (DOI)

10.14221/ajte.2013v38n9.1