Faculty of Education - Research Publications

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Author: Copping, Kate × End date: 2023 × Start date: 2020 × Type: Conference Paper ×

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    Shared expectations? An exploration of the expectations between primary mathematics leaders and teachers
    Copping, K ; Ziebell, N ; Seah, WT ; Ayalon, M ; Koichu, B ; Leikin, R ; Rubel, L ; Tabach, M (IGPME, 2023)
    Primary mathematics leaders are middle leaders working between both school leadership and classroom teachers. They influence teacher development and classroom practice with strategic direction, developing shared goals with teachers. There can be challenges to their role due to the absence of clear guidelines, and the contextual needs within schools. This paper reports on one aspect of a research project examining how primary mathematics leadership is conceptualised and experienced. It discusses interview findings regarding the expectations primary mathematics leaders have of teachers, and teachers’ understandings of those expectations.
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    Perceptions of the role of primary mathematics leaders
    Copping, K ; Fitzallen, N ; Murphy, C ; Hatisaru, V ; Maher, N (The Mathematics Education Research Group of Australasia (MERGA, 2022)
    Primary mathematics leadership has become a focus for improving the teaching of mathematics within Australian primary schools. Much of the training and support for those in the role have concentrated on content knowledge, rather than leadership training. There are currently no guidelines or standards in place to support the complex and multi-faceted roles and responsibilities of primary mathematics leaders. This paper reports on the initial stage of a research project examining how primary mathematics leadership is conceptualised and experienced. It reports on survey findings regarding teachers and leaders’ understanding of primary mathematics leadership.
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    Using interviews with non-examples to assess reasoning in F-2 classrooms
    Copping, K ; Leong, YH ; Kaur, B ; Choy, BH ; Yeo, JBW ; Chin, SL (Mathematics Education Research Group of Australasia (MERGA), 2021)
    The development of mathematical reasoning is a key proficiency for mathematics within the Australian Curriculum. However, reasoning can be difficult for teachers to assess, particularly with pen and paper tests. In this study, interview tasks were designed across three curriculum areas at three different levels to assess student reasoning through the use of examples and non-examples. Non-examples can be used to assist in building boundaries and deepening conceptual understanding. Through the interview, teacher and student dialogue can help students to demonstrate reasoning and clarify concepts through explanation and justification.