Middle Leadership: Critical Variables in Building and Implementing Digital Reforms in Primary Mathematics Education
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| Title: | Middle Leadership: Critical Variables in Building and Implementing Digital Reforms in Primary Mathematics Education |
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| Language: | English |
| Authors: | Jorgensen, Robyn, Lamb, Janeen, Larkin, Kevin, Mathematics Education Research Group of Australasia |
| Source: | Mathematics Education Research Group of Australasia. 2016Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016). |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2016 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Mathematics, Mathematics Education, Educational Change, Numeracy, Computer Uses in Education, Curriculum Development, Foreign Countries, At Risk Students, Instructional Leadership |
| Geographic Terms: | Australia |
| Abstract: | The aim of this paper is propositional and is based on research findings which suggest that success in mathematics teaching and reform is contingent upon having key personnel in schools to lead curriculum reform. Based on the outcomes of a large national study on successful practice in the teaching of numeracy for some of Australia's most disadvantaged learners, it was found that, among other practices, the appointment of a numeracy leader alongside the use of effective and appropriate digital tools (in particular apps) supported teachers to implement strong and effective numeracy practices. This paper presents a rationale for a renewed focus on practices that will enable success for all Australian students, but most particularly those who are most at risk of mathematical mortality. |
| Abstractor: | As Provided |
| Number of References: | 19 |
| Entry Date: | 2017 |
| Accession Number: | ED572395 |
| Database: | ERIC |
| Abstract: | The aim of this paper is propositional and is based on research findings which suggest that success in mathematics teaching and reform is contingent upon having key personnel in schools to lead curriculum reform. Based on the outcomes of a large national study on successful practice in the teaching of numeracy for some of Australia's most disadvantaged learners, it was found that, among other practices, the appointment of a numeracy leader alongside the use of effective and appropriate digital tools (in particular apps) supported teachers to implement strong and effective numeracy practices. This paper presents a rationale for a renewed focus on practices that will enable success for all Australian students, but most particularly those who are most at risk of mathematical mortality. |
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