By Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison, Kym Fry
With the 9th variation of the four-yearly evaluation of arithmetic schooling study in Australasia, the math schooling examine workforce of Australasia (MERGA) discusses the Australasian study in arithmetic schooling within the 4 years from 2012-2015. This assessment goals to significantly advertise caliber examine and concentrate on the construction of study ability in Australasia.
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Additional info for Research in Mathematics Education in Australasia 2012-2015
Contributing questions around quality, discipline knowledge, pedagogy, specialisation and expert shortages were posed. Reactions have been varied. AITSL, for example, has provided a requirement that students who wish to enter initial teacher education programs have levels of literacy and numeracy broadly equivalent to the top 30 % of the population (AITSL, 2014). They provided examples of Year 12 subjects and study scores that might reflect this standard for the various states and territories.
2014). It’s just as well kids don’t vote: The positioning of children through public discourse around national testing. Mathematics Education Research Journal, 26, 377–397. Leder, G. (2012). Taking stock: From here to the future. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. ), Research in mathematics education in Australasia 2008-2011 (pp. 345–364). Rotterdam, The Netherlands: Sense Publishers. Leder, G. C. (2015). Mathematics for all? The case for and against national testing. J. ), The Proceedings of the 12th International Congress on Mathematical Education (pp.
189–207). Cham, Switzerland: Springer Open. 1007/978-3-319-12688-3_14. Lee, J. , & Ginsburg, H. P. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34 (4), 37–45. , & Sellar, S. (2013). “Catalyst data”: Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy, 28(5), 634–656. , & Logan, T. (2012). A framework for mathematics graphical tasks: The influence of the graphic element on student sense making.