International Journal of Mathematical Education in Science and Technology, 2005
Papers presented at earlier Delta conferences reported on the use of collaborative tutorials and ... more Papers presented at earlier Delta conferences reported on the use of collaborative tutorials and peer-tutors in undergraduate mathematics courses at The University of Auckland. This paper reports on significant developments within the Department's programmes, including the extension of the collaborative small-class tutorials to cover all first-year undergraduate courses in the department. It provides evidence of the effectiveness of the tutorial programme, as gauged from a survey of students’ perceptions. Many of the students enrolled in the Tutoring in Mathematics course that initially trains and provides the peer-group tutors continue on as tutors in other mathematics courses within the Department. Some subsequently enrol in the University's Graduate Diploma in Teaching (Secondary). The effects of the tutoring course on tutors continuing to tutor at higher levels, and their performances as novice teachers in the Diploma course are examined.
International Journal of Mathematical Education in Science and Technology, 2011
A group of mathematicians and mathematics educators are collaborating in the fine-grained examina... more A group of mathematicians and mathematics educators are collaborating in the fine-grained examination of selected ‘slices’ of video recordings of lectures, drawing on Schoenfeld's Resources, Orientations and Goals framework of teaching-in-context. In the larger project, we are exploring ways in which this model can be extended to examine university lecturing. During this process, we have identified a number of lecturer behaviours. This article describes one of these behaviours where, in what appears to be an internal dialogue, lecturing decisions are driven either by the mathematician, or the teacher, within the lecturer. We analyse two scenarios. In the first, the teacher prevails and in the second, the mathematician. We analyse these behaviours against the framework of the lecturers’ Resources, Orientations and Goals that were either stated by the lecturer or inferred from lecturer practice or discussion and subsequently confirmed. The value of the approach used as a professional development model is also considered.
This TLRI project was situated in the teacher development component of the Mathematics Enhancemen... more This TLRI project was situated in the teacher development component of the Mathematics Enhancement Project during the years 2004-2005. Our preliminary research had confirmed other studies that professional development of teachers requires their active participation in investigating aspects of their practice in ways that take account of the systemic problems of their particular environment (in this case, low-decile schools). The
International Journal of Mathematical Education in Science and Technology, 2005
Papers presented at earlier Delta conferences reported on the use of collaborative tutorials and ... more Papers presented at earlier Delta conferences reported on the use of collaborative tutorials and peer-tutors in undergraduate mathematics courses at The University of Auckland. This paper reports on significant developments within the Department's programmes, including the extension of the collaborative small-class tutorials to cover all first-year undergraduate courses in the department. It provides evidence of the effectiveness of the tutorial programme, as gauged from a survey of students’ perceptions. Many of the students enrolled in the Tutoring in Mathematics course that initially trains and provides the peer-group tutors continue on as tutors in other mathematics courses within the Department. Some subsequently enrol in the University's Graduate Diploma in Teaching (Secondary). The effects of the tutoring course on tutors continuing to tutor at higher levels, and their performances as novice teachers in the Diploma course are examined.
International Journal of Mathematical Education in Science and Technology, 2011
A group of mathematicians and mathematics educators are collaborating in the fine-grained examina... more A group of mathematicians and mathematics educators are collaborating in the fine-grained examination of selected ‘slices’ of video recordings of lectures, drawing on Schoenfeld's Resources, Orientations and Goals framework of teaching-in-context. In the larger project, we are exploring ways in which this model can be extended to examine university lecturing. During this process, we have identified a number of lecturer behaviours. This article describes one of these behaviours where, in what appears to be an internal dialogue, lecturing decisions are driven either by the mathematician, or the teacher, within the lecturer. We analyse two scenarios. In the first, the teacher prevails and in the second, the mathematician. We analyse these behaviours against the framework of the lecturers’ Resources, Orientations and Goals that were either stated by the lecturer or inferred from lecturer practice or discussion and subsequently confirmed. The value of the approach used as a professional development model is also considered.
This TLRI project was situated in the teacher development component of the Mathematics Enhancemen... more This TLRI project was situated in the teacher development component of the Mathematics Enhancement Project during the years 2004-2005. Our preliminary research had confirmed other studies that professional development of teachers requires their active participation in investigating aspects of their practice in ways that take account of the systemic problems of their particular environment (in this case, low-decile schools). The
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