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Addressing Diversity in an Early Years Mathematics Unit: A Matter of Design

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Bibliographic Details
Title: Addressing Diversity in an Early Years Mathematics Unit: A Matter of Design
Language: English
Authors: Burrows, Peter
Source: E-Learning and Digital Media. 2010 7(3):293-300.
Availability: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
Peer Reviewed: Y
Page Count: 8
Publication Date: 2010
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Elementary Secondary Education
Descriptors: Foreign Countries, Mathematics Teachers, Mathematics Instruction, Elementary School Teachers, Educational Resources, Learning Theories, Student Diversity, Teacher Role, Teaching Methods, Program Descriptions, Learner Engagement, Instructional Design, Educational Technology, Computer Assisted Instruction, Computer Software, Multimedia Materials, Teacher Researchers, Teacher Attitudes, Video Technology, Interviews, Case Studies
Geographic Terms: Australia
DOI: 10.2304/elea.2010.7.3.293
ISSN: 2042-7530
Abstract: In this article the manifold aims and theorised benefits of Learning by Design are explored and evaluated through the practices and experiences of an early years mathematics teacher. The article examines and elaborates the ways in which this teacher took up and embraced Learning by Design as both a professional meta-language and as a design scaffold that underpinned her classroom practices. In particular it is shown how Learning by Design equipped this teacher to design learning that was engaging, effective and inclusive of the diverse needs of her learners, and how she employed the language of Learning by Design to think-through, explain and articulate her work, thereby making her practices and experiences accessible to others. The research underpinning this article was drawn from a three-year project funded by the Australian Research Council.
Abstractor: As Provided
Number of References: 2
Entry Date: 2011
Accession Number: EJ908223
Database: ERIC
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  Data: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
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  Data: In this article the manifold aims and theorised benefits of Learning by Design are explored and evaluated through the practices and experiences of an early years mathematics teacher. The article examines and elaborates the ways in which this teacher took up and embraced Learning by Design as both a professional meta-language and as a design scaffold that underpinned her classroom practices. In particular it is shown how Learning by Design equipped this teacher to design learning that was engaging, effective and inclusive of the diverse needs of her learners, and how she employed the language of Learning by Design to think-through, explain and articulate her work, thereby making her practices and experiences accessible to others. The research underpinning this article was drawn from a three-year project funded by the Australian Research Council.
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