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Catherine Attard
Centre for Educational Research University of Western Sydney
Mathematics

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Re-engaging with Primary Mathematics Through Sustained Professional Development: A Case Study Catherine Attard
Southeast Asian Mathematics Education Journal Vol 7, No 1 (2017)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (550.433 KB) | DOI: 10.46517/seamej.v7i1.41

Abstract

This paper reports on aspects of a case study of sustained professional development to improve teacher and student engagement with mathematics. Teachers from Grades 3 to 6 in one Western Sydney primary school were involved with a professional development program over the course of 18 months. Prior to this, the teachers limited opportunities to engage with any mathematics-related professional development. The professional development program resulted in improved teacher engagement and the development of a community of practice within the school. Findings from the study align with recommendations from literature that teachers must be provided with opportunities for continuing professional development that is self-nominated and focused on individual needs as well as group needs.
Engagement, Technology, and Mathematics: Students’ Perceptions Catherine Attard
Southeast Asian Mathematics Education Journal Vol 4, No 1 (2014)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (243.586 KB) | DOI: 10.46517/seamej.v4i1.27

Abstract

Many schools are investing significant funds in technology in the hope that it will address declining engagement with mathematics and improve students’ learning outcomes. This paper presents data from two studies and explores students’ perceptions of technology use during mathematics lessons and their resulting engagement. Results from the two studies suggest some relationship between the ways in which technologies are incorporated into mathematics lessons, and teacher experience and expertise.
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