03835nam 22006015 450 991076817380332120230810234112.09789811007033981100703910.1007/978-981-10-0703-3(CKB)3710000000617208(EBL)4454238(OCoLC)945198413(DE-He213)978-981-10-0703-3(MiAaPQ)EBC4454238(EXLCZ)99371000000061720820160317d2016 u| 0engur|n|---|||||txtrdacontentcrdamediacrrdacarrierMathematics at the Margins /by Elizabeth Warren, Jodie Miller1st ed. 2016.Singapore :Springer Nature Singapore :Imprint: Springer,2016.1 online resource (131 p.)SpringerBriefs in Education,2211-193XDescription based upon print version of record.9789811007019 9811007012 Includes bibliographical references.Chapter 1 Mathematics at the Margins -- Chapter 2 Being at the margins ≠ being unsuccessful at mathematics -- Chapter 3 Mathematics and marginality -- Chapter 4 Marginality and mathematics -- Chapter 5 Crossing the divide -- Chapter 6 Redressing the imbalance -- Chapter 7 Maintaining the momentum.This book reports the impact a four-year longitudinal study (Representations, Oral Language and Engagement in Mathematics (RoleM)) had on teachers and students from 16 schools in disadvantaged contexts. It offers theories with regard to the interplay between teaching and learning mathematics as teachers and students in these contexts implement a mathematics program. The data are longitudinal, drawn from 154 teachers and their students (up to 1738 students) from the first four years of school (Foundation to Year 3). To ascertain the effectiveness of the RoleM Professional Learning model, teachers were interviewed three times a year and pre and post-tests were administered to students at the beginning and end of each year. Students’ results indicated that all students’ understanding of mathematics improved significantly, with the ESL students showing the greatest gains. Their results matched the norm-referenced expectations for all Australian students of this age. This book shares the journey of these teachers, Indigenous teacher aides and students. It outlines the dimensions of the research findings that supported teachers to become effective teachers of mathematics and assisted students in becoming successful learners of mathematics. The book also draws on the expertise of researchers from both Canada and New Zealand. They share the similarities and the differences between RoleM findings and their own contexts, in order to draw general conclusions for the effective teaching and learning of mathematics at the margins of society.SpringerBriefs in Education,2211-193XMathematicsStudy and teachingLearning, Psychology ofEarly childhood educationMathematics EducationInstructional PsychologyEarly Childhood EducationMathematicsStudy and teaching.Learning, Psychology of.Early childhood education.Mathematics Education.Instructional Psychology.Early Childhood Education.370Warren Elizabethauthttp://id.loc.gov/vocabulary/relators/aut278193Miller Jodieauthttp://id.loc.gov/vocabulary/relators/autBOOK9910768173803321Mathematics at the Margins3656035UNINA