References
Ainley, J., Kos, J. & Nicholas, M. (2008). Participation in science, mathematics and technology in Australian education. Camberwell, VIC: Australian Council for Educational Research.
Australian Academy of Science (AAS). (2006). Mathematics and statistics: Critical skills for Australia’s future, December 2006.
Australian Council of Deans of Science. (2006). The preparation of mathematics teachers in Australia. Melbourne: ACDS.
Australian Council for Educational Research (2009). Australia's performance in TIMSS 2007. Available from http://www.acer.edu.au/timss/results.html
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90, 449-466.
Beswick, K. (2006). Changes in pre-service teachers’ attitudes and beliefs: The net impact of two mathematics education units and intervening experiences. School Science and Mathematics, 106(1), 36-47.
Beswick, K. (2008). Middle School Mathematics Teachers’ Knowledge for Teaching. Paper presented at the 11th Conference of the International Congress on Mathematics Education, Monterrey, Mexico [available at http://tsg.icme11.org/tsg/show/30].
Beswick, K., Watson, J., & Brown, N. (2006). Teachers’ confidence and beliefs and their students’ attitudes to mathematics. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, cultures and learning spaces: Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia. (Vol. 1, pp. 68-75). Adelaide: Mathematics Education Research Group of Australasia.
Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: The Society for Research into Higher Education and Open University Press.
Brown, G. (2009). Review of education in mathematics, data science and quantitative disciplines: Report to the Group of Eight universities. Turner, ACT: Group of Eight.
Even, R. & Tirosh, D. (2002). Teacher knowledge and understanding of students’ mathematical learning. In L. English (Ed.), Handbook of international research in mathematics education (pp. 219-240). Mahwah, NJ: Laurence Erlbaum.
Fennema, E. & Franke, M.L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New York: Macmillan.
Goos, M., Smith, T., & Thornton, S. (2008). Research on the pre-service education of teachers of mathematics. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, Wee Tiong Seah & P. Sullivan (Eds.), Research in Mathematics Education in Australasia 2004-2007. Rotterdam: Sense Publishers.
Hill, H. C., Rowan, R., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
Hill, P.W., Rowe, K.J., Holmes-Smith, P., & Russell, V.J. (1996). The Victorian Quality Schools Project: A study of school and teacher effectiveness. Report (Vol. 1). Melbourne: Centre for Applied Educational Research, University of Melbourne.
Holt, D. & Challis, D. (2007). From policy to practice: One university’s experience of implementing strategic change through wholly online teaching and learning. Australasian Journal of Educational Technology, 23(1), 110-131.
House of Representatives Standing Committee on Education and Vocational Training, (2007). Top of the class. Report on the enquiry into teacher education. Canberra: Commonwealth of Australia.
Human Capital Working Group, Council of Australian Governments, (2008). National numeracy review report. Canberra: Commonwealth of Australia.
Ma, L.P. (1999). Knowing and teaching elementary mathematics. Mahwah, NJ: Lawrence Erlbaum.
Mays, H. (2005). Mathematical knowledge of some entrants to a pre-service education course. In M. Coupland, J. Anderson & T. Spencer (Eds.). Making mathematics vital. (Proceedings of the 20th Biennial Conference of the Australian Association of Mathematics Teachers, pp. 186-193). (CDROM). Sydney: AAMT.
McPhan, G., Morony, W., Pegg, J., Cooksey, R. & Lynch, T. (2008). Maths? Why not? Canberra: Department of Education, Employment and Workplace Relations.
Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEEDYA), (2010). National professional standards for teachers (draft). Carlton, VIC: Author.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Simon & Schuster Macmillan.
Schmidt, W. H., Tatto, M. T., Bankov, K., Blömeke, S., Cedillo, T., Gogan, L., Shin Il Han, Houang, R., Feng Jui Hsieh, Paine, L., Santillan, M., & Schwille, J. (2007). The preparation gap: Teacher education for middle school mathematics in six countries. (MT21 report). East Lansing, MI: Center for Research in Mathematics and Science Education, Michigan State University.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Peck R., & Rowley, G. (2008). Teacher education and development study in mathematics (TEDS-M): Conceptual framework. Policy, practice, and readiness to teach primary and secondary m.athematics. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
Thomas, J. (2000). Mathematical sciences in Australia: Looking for a future. FASTS Occasional Paper Series, No.3. Canberra: Federation of Australian Scientific and Technological Societies.
Thomson, S., & Fleming, N. (2004). Summing it up: Mathematics achievement in Australian schools in TIMSS 2002 (TIMSS Australia Monograph no. 6). Melbourne: ACER.
Watson J. M., Beswick, K., Brown, N. & Callingham, R. (2007). Student change associated with teachers’ professional learning. In J. M. Watson & K. Beswick (Eds.). Mathematics: Essential research, essential practice: Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia. (Vol. 2, pp. 785-794). Sydney: MERGA.
Watson, J. M., Beswick, K., & Brown, N. (2006). Teachers’ knowledge of their students as learners and how to intervene. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, cultures and learning spaces: Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia. (Vol. 2, pp. 551-558). Adelaide: Mathematics Education Research Group of Australasia.
Watson, J. M., Beswick, K., Caney, A., & Skalicky, J. (2006). Profiling teacher change resulting from a professional learning program in middle school numeracy. Mathematics Teacher Education and Development, 7, 3–17.
Watson, J.M., Callingham, R. & Donne, J. (2008). Establishing pedagogical content knowledge for teaching statistics. In C. Batanero, G. Burrill, C. Reading & A. Rossman (Eds.) Challenges for Teaching and Teacher Education. (Proceedings of the ICMI Study 18 and IASE 2008 Round Table Conference). Monterrey, Mexico: ICMI, IASE, ISI. Accessed 20th October 2008 from http://www.ugr.es/~icmi/iase_study/Files/Topic2/T2P10_Watson.pdf
Australian Academy of Science (AAS). (2006). Mathematics and statistics: Critical skills for Australia’s future, December 2006.
Australian Council of Deans of Science. (2006). The preparation of mathematics teachers in Australia. Melbourne: ACDS.
Australian Council for Educational Research (2009). Australia's performance in TIMSS 2007. Available from http://www.acer.edu.au/timss/results.html
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90, 449-466.
Beswick, K. (2006). Changes in pre-service teachers’ attitudes and beliefs: The net impact of two mathematics education units and intervening experiences. School Science and Mathematics, 106(1), 36-47.
Beswick, K. (2008). Middle School Mathematics Teachers’ Knowledge for Teaching. Paper presented at the 11th Conference of the International Congress on Mathematics Education, Monterrey, Mexico [available at http://tsg.icme11.org/tsg/show/30].
Beswick, K., Watson, J., & Brown, N. (2006). Teachers’ confidence and beliefs and their students’ attitudes to mathematics. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, cultures and learning spaces: Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia. (Vol. 1, pp. 68-75). Adelaide: Mathematics Education Research Group of Australasia.
Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: The Society for Research into Higher Education and Open University Press.
Brown, G. (2009). Review of education in mathematics, data science and quantitative disciplines: Report to the Group of Eight universities. Turner, ACT: Group of Eight.
Even, R. & Tirosh, D. (2002). Teacher knowledge and understanding of students’ mathematical learning. In L. English (Ed.), Handbook of international research in mathematics education (pp. 219-240). Mahwah, NJ: Laurence Erlbaum.
Fennema, E. & Franke, M.L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New York: Macmillan.
Goos, M., Smith, T., & Thornton, S. (2008). Research on the pre-service education of teachers of mathematics. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, Wee Tiong Seah & P. Sullivan (Eds.), Research in Mathematics Education in Australasia 2004-2007. Rotterdam: Sense Publishers.
Hill, H. C., Rowan, R., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
Hill, P.W., Rowe, K.J., Holmes-Smith, P., & Russell, V.J. (1996). The Victorian Quality Schools Project: A study of school and teacher effectiveness. Report (Vol. 1). Melbourne: Centre for Applied Educational Research, University of Melbourne.
Holt, D. & Challis, D. (2007). From policy to practice: One university’s experience of implementing strategic change through wholly online teaching and learning. Australasian Journal of Educational Technology, 23(1), 110-131.
House of Representatives Standing Committee on Education and Vocational Training, (2007). Top of the class. Report on the enquiry into teacher education. Canberra: Commonwealth of Australia.
Human Capital Working Group, Council of Australian Governments, (2008). National numeracy review report. Canberra: Commonwealth of Australia.
Ma, L.P. (1999). Knowing and teaching elementary mathematics. Mahwah, NJ: Lawrence Erlbaum.
Mays, H. (2005). Mathematical knowledge of some entrants to a pre-service education course. In M. Coupland, J. Anderson & T. Spencer (Eds.). Making mathematics vital. (Proceedings of the 20th Biennial Conference of the Australian Association of Mathematics Teachers, pp. 186-193). (CDROM). Sydney: AAMT.
McPhan, G., Morony, W., Pegg, J., Cooksey, R. & Lynch, T. (2008). Maths? Why not? Canberra: Department of Education, Employment and Workplace Relations.
Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEEDYA), (2010). National professional standards for teachers (draft). Carlton, VIC: Author.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Simon & Schuster Macmillan.
Schmidt, W. H., Tatto, M. T., Bankov, K., Blömeke, S., Cedillo, T., Gogan, L., Shin Il Han, Houang, R., Feng Jui Hsieh, Paine, L., Santillan, M., & Schwille, J. (2007). The preparation gap: Teacher education for middle school mathematics in six countries. (MT21 report). East Lansing, MI: Center for Research in Mathematics and Science Education, Michigan State University.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Peck R., & Rowley, G. (2008). Teacher education and development study in mathematics (TEDS-M): Conceptual framework. Policy, practice, and readiness to teach primary and secondary m.athematics. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
Thomas, J. (2000). Mathematical sciences in Australia: Looking for a future. FASTS Occasional Paper Series, No.3. Canberra: Federation of Australian Scientific and Technological Societies.
Thomson, S., & Fleming, N. (2004). Summing it up: Mathematics achievement in Australian schools in TIMSS 2002 (TIMSS Australia Monograph no. 6). Melbourne: ACER.
Watson J. M., Beswick, K., Brown, N. & Callingham, R. (2007). Student change associated with teachers’ professional learning. In J. M. Watson & K. Beswick (Eds.). Mathematics: Essential research, essential practice: Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia. (Vol. 2, pp. 785-794). Sydney: MERGA.
Watson, J. M., Beswick, K., & Brown, N. (2006). Teachers’ knowledge of their students as learners and how to intervene. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, cultures and learning spaces: Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia. (Vol. 2, pp. 551-558). Adelaide: Mathematics Education Research Group of Australasia.
Watson, J. M., Beswick, K., Caney, A., & Skalicky, J. (2006). Profiling teacher change resulting from a professional learning program in middle school numeracy. Mathematics Teacher Education and Development, 7, 3–17.
Watson, J.M., Callingham, R. & Donne, J. (2008). Establishing pedagogical content knowledge for teaching statistics. In C. Batanero, G. Burrill, C. Reading & A. Rossman (Eds.) Challenges for Teaching and Teacher Education. (Proceedings of the ICMI Study 18 and IASE 2008 Round Table Conference). Monterrey, Mexico: ICMI, IASE, ISI. Accessed 20th October 2008 from http://www.ugr.es/~icmi/iase_study/Files/Topic2/T2P10_Watson.pdf
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