Supporting Teachers To Implement a Numeracy Education Agenda.

N

44

Australian Association of Mathematics Teachers, Adelaide.
Australian Dept. of Employment, Education, Training and Youth Affairs, Canberra.

Elementary Secondary Education; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Mathematics Education; Numeracy; Preservice Teacher Education; Teacher Education

This paper addresses three major questions: (1) What can be done at the preservice and inservice levels to help teachers become more effective teachers of numeracy? (2) How can teachers be supported to teach numeracy more effectively to children from various ethnic, indigenous, and socio-economic backgrounds? and (3) What are the responsibilities of teacher educators and those who cater to the continuing professional development of teachers in numeracy? As well as addressing these questions, the current status of professional development, from a research and practical perspective both nationally and internationally, is discussed. The goal is to raise and discuss issues that may affect teachers implementing a numeracy education agenda and to inform those responsible for making decisions about the development of approaches and future directions of numeracy education at the preservice and inservice levels. (Contains 81 references.) (MM)

2002

ED461509