Teaching Algebra Conceptually in Years 9 and 10
Introduction Many students struggle with introductory algebra and teachers have little to guide them to assist their students learn this important component of mathematics. The
Introduction Many students struggle with introductory algebra and teachers have little to guide them to assist their students learn this important component of mathematics. The
Mathematics teaching and learning is crucial to the future of New Zealand’s knowledge economy and deserves a special focus in education. One of the key
1. Aims, objectives, and research questions Kō ta te rangatira kai he kōrero As described in the whakatauaki (proverb) above, language is the food of
1. Aims, objectives, and research questions Aim The overall aim of the project was to engage early childhood teachers in investigating and improving their expertise
The high demand for mathematics in undergraduate education means that large numbers of students enrol in the subject. Lecturing remains the prime delivery mode for
Introduction This project explored the sorts of culturally responsive pedagogy teachers can engage in to optimise equitable access for students to proficient forms of mathematical
Introduction Seen by policy makers as both the cause of and a solution for education problems, teacher education is frequently criticised for not producing teachers
Dedication Judy Paterson sadly passed away during this research project. However, her contribution was a major one, co-leading the design and grant application team, taking
Introduction The New Zealand Government’s goal is to have an education system that equips all learners with the knowledge, skills, and values needed to be
1. Introduction How might enhancing teachers’ technological, pedagogical, and content knowledge (TPACK) influence the teaching and learning of primary school mathematics though using apps? The
While research has told us much about primary school mathematics classrooms, we know less about what happens at the secondary school level. Our Teaching and
Confirm what happens to email addresses submitted? ie processes around the TLRI email subscriber list
Can we discuss navigation by Categories at our next meeting. Only 5 projects have been put into sub-categories (Maths and Assessment) above. It would be useful to have feedback as to whether it’s worth creating and assigning sub-categories for all the projects