Smith, Kerry (2009) Bridging understanding, interest and identity gaps in a first year numeracy subject. In: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia. pp. 669-672. From: 32nd annual conference of the Mathematics Education Research Group of Australasia, 5 - 9 July 2009, Wellington, New Zealand.

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Abstract

Improving quality in the learning process, from a socio-cultural perspective, clearly involves more than adopting best instructional methods. This paper focuses on an attempt to provide a quality inquiry based instructional program for preservice teachers. Volunteered survey responses reveal contextual conditions which facilitate and constrain the bridging of gaps in conceptual understanding, identity and interest in mathematics. The paper may be of interest to teachers and teacher-educators, researchers and policymakers interested in providing quality learning experiences through flexible delivery methods.

Item ID:	11104
Item Type:	Conference Item (Research - E1)
ISBN:	978-1-920846-22-0
Keywords:	learning; learning context; pedagogy; numeracy; teacher education
Date Deposited:	19 May 2010 22:17
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 20% 13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 30% 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 30% 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50% 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 20%
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