| Title: |
Teachers' Use of a Pedagogical Framework for Improvement in Mathematics Teaching: Case Studies from YuMi Deadly Maths |
| Language: |
English |
| Authors: |
Carter, Merilyn; Cooper, Tom; Anderson, Robyn; 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 - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Mathematics Instruction; Case Studies; Educational Change; Indigenous Populations; Low Income Students; Teaching Models; Elementary School Mathematics; Elementary School Teachers; Teaching Experience; Faculty Development; Foreign Countries |
| Geographic Terms: |
Australia |
| Abstract: |
This paper describes the pedagogical framework used by YuMi Deadly Maths, a school change process used to improve mathematics teaching and thus enhance employment and life chances for socially disadvantaged students. The framework, called the RAMR cycle, is capable of being used by mathematics teachers for planning and delivering lessons and units of work with minimal training and external support, as demonstrated by three case studies. These, and other cases, suggest that the YuMi Deadly Maths approach is an effective model for scaling up professional development programs where school participation is voluntary and costs have to be minimised. |
| Abstractor: |
As Provided |
| Number of References: |
16 |
| Entry Date: |
2017 |
| Accession Number: |
ED572392 |
| Database: |
ERIC |