First Year and Beyond

Beginning Primary School Teachers and Teaching Mathematics

Judith Geeves

Research output: ThesisDoctoral Thesis

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Abstract

The most important single factor in determining the quality of
students’ mathematical learning is what the teacher does in the
classroom—their classroom practice. Therefore, supporting the
development of beginning primary school teachers’ mathematical
classroom practice is an important part of the wider national agenda
to increase the mathematical outcomes for all Australian school
students.

This study explores how various personal and school factors
influence the development of mathematical classroom practice in
beginning teachers over the first few years of their teaching careers.
As such, it provides a greater understanding of this process, which,
in turn, will assist those responsible for facilitating beginning teacher
development to provide appropriate support at the appropriate time,
based on the identified needs of the beginning teacher.

This is a mixed method, longitudinal study that is primarily concerned
with investigating the social, or lived, reality of beginning primary
school teachers in the first years of their teaching career. As such, a
research design was formulated that incorporated the following data
collection techniques: surveys, semi-structured interviews,
mathematics testing and classroom observations. The data collected
were then analysed and used to generate individual case stories of
the development of beginning primary school teachers as teachers of
mathematics.

This study identified links between beginning teacher confidence,
school context and classroom practice and how schools can use
these understandings to better support the mathematical
development of beginning primary school teachers. It also identified
that there needs to be a greater focus on the rigor of mathematical
content in school and classroom programs, professional
development, planning discussions, activity selection, lesson
evaluations and student assessment in order for beginning teachers to develop as effective teachers of primary mathematics
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • Charles Sturt University
Supervisors/Advisors
  • Lowrie, Tom, Principal Supervisor, External person
Award date01 Dec 2014
Place of PublicationAustralia
Publisher
Publication statusPublished - 2014

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primary school teaching
primary school teacher
mathematics
teacher
classroom
school
career
program planning
Teaching
longitudinal study
confidence

Cite this

Geeves, J. (2014). First Year and Beyond: Beginning Primary School Teachers and Teaching Mathematics. Australia: Charles Sturt University.
Geeves, Judith. / First Year and Beyond : Beginning Primary School Teachers and Teaching Mathematics. Australia : Charles Sturt University, 2014. 357 p.
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title = "First Year and Beyond: Beginning Primary School Teachers and Teaching Mathematics",
abstract = "The most important single factor in determining the quality ofstudents’ mathematical learning is what the teacher does in theclassroom—their classroom practice. Therefore, supporting thedevelopment of beginning primary school teachers’ mathematicalclassroom practice is an important part of the wider national agendato increase the mathematical outcomes for all Australian schoolstudents. This study explores how various personal and school factorsinfluence the development of mathematical classroom practice inbeginning teachers over the first few years of their teaching careers.As such, it provides a greater understanding of this process, which,in turn, will assist those responsible for facilitating beginning teacherdevelopment to provide appropriate support at the appropriate time,based on the identified needs of the beginning teacher. This is a mixed method, longitudinal study that is primarily concernedwith investigating the social, or lived, reality of beginning primaryschool teachers in the first years of their teaching career. As such, aresearch design was formulated that incorporated the following datacollection techniques: surveys, semi-structured interviews,mathematics testing and classroom observations. The data collectedwere then analysed and used to generate individual case stories ofthe development of beginning primary school teachers as teachers ofmathematics. This study identified links between beginning teacher confidence,school context and classroom practice and how schools can usethese understandings to better support the mathematicaldevelopment of beginning primary school teachers. It also identifiedthat there needs to be a greater focus on the rigor of mathematicalcontent in school and classroom programs, professionaldevelopment, planning discussions, activity selection, lessonevaluations and student assessment in order for beginning teachers to develop as effective teachers of primary mathematics",
author = "Judith Geeves",
year = "2014",
language = "English",
publisher = "Charles Sturt University",
address = "Australia",
school = "Charles Sturt University",

}

Geeves, J 2014, 'First Year and Beyond: Beginning Primary School Teachers and Teaching Mathematics', Doctor of Philosophy, Charles Sturt University, Australia.

First Year and Beyond : Beginning Primary School Teachers and Teaching Mathematics. / Geeves, Judith.

Australia : Charles Sturt University, 2014. 357 p.

Research output: ThesisDoctoral Thesis

TY - THES

T1 - First Year and Beyond

T2 - Beginning Primary School Teachers and Teaching Mathematics

AU - Geeves, Judith

PY - 2014

Y1 - 2014

N2 - The most important single factor in determining the quality ofstudents’ mathematical learning is what the teacher does in theclassroom—their classroom practice. Therefore, supporting thedevelopment of beginning primary school teachers’ mathematicalclassroom practice is an important part of the wider national agendato increase the mathematical outcomes for all Australian schoolstudents. This study explores how various personal and school factorsinfluence the development of mathematical classroom practice inbeginning teachers over the first few years of their teaching careers.As such, it provides a greater understanding of this process, which,in turn, will assist those responsible for facilitating beginning teacherdevelopment to provide appropriate support at the appropriate time,based on the identified needs of the beginning teacher. This is a mixed method, longitudinal study that is primarily concernedwith investigating the social, or lived, reality of beginning primaryschool teachers in the first years of their teaching career. As such, aresearch design was formulated that incorporated the following datacollection techniques: surveys, semi-structured interviews,mathematics testing and classroom observations. The data collectedwere then analysed and used to generate individual case stories ofthe development of beginning primary school teachers as teachers ofmathematics. This study identified links between beginning teacher confidence,school context and classroom practice and how schools can usethese understandings to better support the mathematicaldevelopment of beginning primary school teachers. It also identifiedthat there needs to be a greater focus on the rigor of mathematicalcontent in school and classroom programs, professionaldevelopment, planning discussions, activity selection, lessonevaluations and student assessment in order for beginning teachers to develop as effective teachers of primary mathematics

AB - The most important single factor in determining the quality ofstudents’ mathematical learning is what the teacher does in theclassroom—their classroom practice. Therefore, supporting thedevelopment of beginning primary school teachers’ mathematicalclassroom practice is an important part of the wider national agendato increase the mathematical outcomes for all Australian schoolstudents. This study explores how various personal and school factorsinfluence the development of mathematical classroom practice inbeginning teachers over the first few years of their teaching careers.As such, it provides a greater understanding of this process, which,in turn, will assist those responsible for facilitating beginning teacherdevelopment to provide appropriate support at the appropriate time,based on the identified needs of the beginning teacher. This is a mixed method, longitudinal study that is primarily concernedwith investigating the social, or lived, reality of beginning primaryschool teachers in the first years of their teaching career. As such, aresearch design was formulated that incorporated the following datacollection techniques: surveys, semi-structured interviews,mathematics testing and classroom observations. The data collectedwere then analysed and used to generate individual case stories ofthe development of beginning primary school teachers as teachers ofmathematics. This study identified links between beginning teacher confidence,school context and classroom practice and how schools can usethese understandings to better support the mathematicaldevelopment of beginning primary school teachers. It also identifiedthat there needs to be a greater focus on the rigor of mathematicalcontent in school and classroom programs, professionaldevelopment, planning discussions, activity selection, lessonevaluations and student assessment in order for beginning teachers to develop as effective teachers of primary mathematics

M3 - Doctoral Thesis

PB - Charles Sturt University

CY - Australia

ER -

Geeves J. First Year and Beyond: Beginning Primary School Teachers and Teaching Mathematics. Australia: Charles Sturt University, 2014. 357 p.