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7,367 results on '"A. Sullivan"'

1. Exploring the Potential of Sequences of Connected, Cumulative and Challenging Tasks in the Early Years. Mathematical Sequences of Connected, Cumulative and Challenging Tasks in the Early Years. [Symposium]

Author

Mathematics Education Research Group of Australasia (MERGA), Sullivan, Peter, and McCormick, Melody

Abstract

This paper outlines the rationale for, and some elements of, a particular approach to teaching and learning mathematics in the early years. The researchers worked with two school systems to offer both centrally delivered and school-based teacher professional learning, which included the application of illustrative teaching resources. The project gathered a range of data from teachers and leaders on their dispositions and knowledge, as well as the opportunities and constraints they experienced, and the influence these variables had on planning, teaching and student learning outcomes.

Published
2022

2. Using Enabling and Extending Prompts in the Early Primary Years When Teaching with Sequences of Challenging Mathematical Tasks

Author

Mathematics Education Research Group of Australasia (MERGA), Russo, James, Bobis, Janette, Downton, Ann, Livy, Sharyn, and Sullivan, Peter

Abstract

The current study explores how teachers report using enabling and extending prompts when teaching with sequences of challenging mathematical tasks. Twenty-nine early years primary school teachers completed a questionnaire following their participation in a professional learning project. Findings suggest that teachers': view prompts as important when teaching with challenging tasks; generally prepare prompts in advance of the lesson; consistently allow students to engage with the core task before making prompts available; and consider prompts equally valuable for augmenting learning across all content areas.

Published
2022

3. Middle School Students' Mature Number Sense Is Uniquely Associated with Grade Level Mathematics Achievement

Author

Kirkland, Patrick K., Guang, Claire, Cheng, Ying, Trinter, Christine, Kumar, Saachi, Nakfoor, Sofia, Sullivan, Tiana, and McNeil, Nicole M.

Abstract

Students exhibiting mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problem-solving strategies (McIntosh et al., 1997; Reys et al., 1999; Yang, 2005). Despite being highlighted in national standards and policy documents (CCSS, 2010; NCTM, 2000, 2014), students' mature number sense and its nomological network are not yet well specified. For example, how does students' mature number sense relate to their knowledge of fractions and their grade-level mathematics achievement? We analyzed 129 middle school students' scores on measures of mature number sense, fraction and decimal computation, and grade-level mathematics achievement. We found mature number sense to be measurably distinct from their fraction and decimal knowledge and uniquely associated with students' grade-level mathematics achievement. [For the complete proceedings, see ED630210.]

Published
2022

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