Enhancing maths teachers' pedagogy in special schools in Queensland Australia

This paper reports on a project in one special school in Queensland Australia. The intention of the project was to improve the teaching and learning of mathematics to students from Preparatory to Year 12. The overarching concern of the project was the reported limited learning experiences provided to students, with maths learning reduced to a focus primarily on number. An action research/appreciative inquiry (AI) approach was used in the project to examine how teachers teach mathematics to the students. AI has been identified as a reconfiguration of action research within organisational settings such as schools. It closely interconnects with Timberley’s Inquiry Cycle which was used in the project. The project also drew on the Most Significant Change Technique. Findings indicate more work is needed to capture the actual achievement of students. There is strong evidence to suggest that teachers (not all) lack sufficient numeracy and mathematics content knowledge. There is a need for special education teachers to have a repertoire of instructional strategies that they can use to assist students. The adoption of a professional learning community is commendable, however, when decisions, planning and resource making are left to a limited few or one member, it is difficult to see the benefits of such a community.