3rd International STEM Education Conference, The University of British Columbia, July 12-15, 2014
Inspiring
Mathematics and Science in Australian Teacher Education: Making connections across
disciplinary contexts
Merrilyn Goos, Kim Beswick, Tricia Forrester
In this workshop participants will interpret
the preliminary outcomes of an Australian project that is developing new
interdisciplinary approaches to mathematics and science pre-service teacher
education. They will also provide
feedback on the transferability of the project’s intended outcomes to
international contexts. The aim of the project is to foster enduring collaborations
between university- based education, mathematics, and science academics in
order to prepare teachers who have a contemporary and dynamic view of the STEM
disciplines. To this end, the project seeks to institutionalize new ways of
integrating the content and pedagogical expertise of STEM academics and
mathematics and science educators to enrich three key stages in the preparation
of teachers: recruitment into teaching careers, participation in the pre-service
program, and continuing professional learning following graduation. The six
participating universities are collaborating to develop, test, and
evaluate the following approaches: (a) recruitment and retention strategies
that promote teaching careers to undergraduate mathematics and science
students; (b) innovative curriculum arrangements that combine authentic content
and progressive pedagogy to construct powerful
professional knowledge for
teaching; (c) approaches by which universities can build long term
relationships with teacher education
graduates, enabling them to
continually renew their professional and pedagogical knowledge of mathematics
and science.
2015 (MERGA 38): held at the University of the Sunshine Coast - 28 June to 2 July, 2015
Learning at the Boundaries - Prof Merrilyn Goos (UQ)
http://www.merga.net.au/documents/RP2015-26.pdf
http://www.merga.net.au/node/38?year=2015
This paper reports on a project that aims to foster interdisciplinary collaboration between mathematicians and mathematics educators in pre-service teacher education. The project involves 23 investigators from six universities. Interviews were conducted with selected project participants to identify conditions that enable or hinder collaboration, and to identify learning mechanisms at the boundaries between disciplinary communities. A hybrid narrative constructed from the interviews is used to illustrate transformation as a learning mechanism that leads to new practices.
Publications and dissemination activities
Journal articles
Goos, M. (2013). Mathematical knowledge for teaching: What
counts? International Journal of
Mathematical Education in Science and Technology, 44, 972-983. doi: 10.1080/0020739X.2013.826387
Prieto, E., Howley, P., Holmes, K., Osborn, J., Roberts,
M., & Kepert, A. (2015). Quality Teaching Rounds in mathematics teacher
education. Mathematics Teacher Education
and Development, 17(2), 98-110.
Refereed conference papers
Bennison, A.
& Goos, M. (2016). Learning at the boundaries: Collaboration between
mathematicians and mathematics educators within and across institutions. In B.
White, M. Chinnapan, & S. Trenholm (Eds.) Opening up mathematics education research (Proceedings of the 39th
annual conference of the Mathematics Education Research Group of Australasia,
pp. 124-131). Adelaide, Australia: MERGA.
Goos, M. (2015). Learning at the boundaries. In M.
Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics in the margins (Proceedings of the 38th
annual conference of the Mathematics Education Research Group of Australasia,
pp. 269-276). Adelaide, Australia: MERGA.
Other conference presentations
Belward,
S. (2016, June). How do I get the best
bang for my buck from my solar panels? Workshop presented at the annual
conference of the Queensland Association of Mathematics Teachers, Cairns, 25-26
June.
Belward,
S., Dalitz, J., & Fahey, M. (2016, June). Positive mathematics with Indigenous students: seeking input to
upcoming workshop opportunity. Workshop presented at the annual conference
of the Queensland Association of Mathematics Teachers, Cairns, 25-26 June.
Bielinski, D., & Visnovska, J. (2016, September). Co-teaching in mathematics education: IMSITE
project experience. Poster presented at the Australian Conference on
Science and Mathematics, Brisbane, 28-30 September.
Bulmer,M., Visnovska,J., Balatti, J., & Belward, S. (2014,
July). Enhancing the Training of
Mathematics and Science Teachers. Workshop presented at the annual
conference of the Queensland Association of Mathematics Teachers, Townsville,
5-6 July.
Dalitz,
J. (2016, June). Introducing the “Why
maths?” video series. Workshop presented at the annual conference of the
Queensland Association of Mathematics Teachers, Cairns, 25-26 June.
Daniel,
L. (2016, June). Planting the seeds of
algebra in the teaching of number. Workshop presented at the annual
conference of the Queensland Association of Mathematics Teachers, Cairns, 25-26
June.
Fraser, S. (2016, September). An alternative model for mathematics and science initial teacher
education. Presentation at the Australian Conference on Science and
Mathematics, Brisbane, 28-30 September.
Fraser, S., Penson, M., Seen, A., Beswick, K., &
Whannell, R. (2016, October). Cross
faculty collaboration in the development of and integrated mathematics and
science initial teacher education program. Presentation at the 4th
International STEM in Education Conference, Beijing, 26-28 October. Available http://stem.bnu.edu.cn/attachments/article/17/1017%20STEM2016%20Procedings%20Abstract%201025.pdf
Goos, M. (2013). Knowledge
for teaching secondary school mathematics: What counts? Keynote address
presented at the 9th biennial Delta conference on teaching and learning of
undergraduate mathematics and statistics, Kiama NSW, 24-29 November.
Goos, M., Anderson, J. Balatti, J., Beswick, K., Forrester,
T., & Way, J. (2015). Working across disciplinary boundaries in pre-service
teacher education. (Round Table presentation). In M. Marshman, V. Geiger, &
A. Bennison (Eds.). Mathematics in the
margins (Proceedings of the 38th annual conference of the
Mathematics Education Research Group of Australasia, pp. 269-276). Adelaide,
Australia: MERGA.
Goos, M., Anderson, J., Beswick, K., Osborn, J., Sandison,
C., Dalitz, J., Holmes, K., & Prieto-Rodriguez, E. (2014). Inspiring
mathematics and science in Australian teacher education. (Round Table
presentation). In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided
practice (Proceedings of the 37th annual conference of the Mathematics
Education Research Group of Australasia, p. 744). Sydney: MERGA.
Goos, M., Beswick, K., & Forrester, T. (2014). Inspiring mathematics and science in
Australian teacher education: Making connections across disciplinary contexts.
Workshop presented at the 3rd International Conference on STEM Education,
Vancouver, 12-15 July.
Goos, M. & Visnovska, J. (2015) Integrating pedagogical
and mathematical learning in pre-service teacher education. (Discussion Group).
In K. Beswick, T. Muir, & J. Wells (Eds.) (2015). Proceedings of the 39th Conference of the International Group for the
Psychology of Mathematics Education (Vol. 1, pp. 127-128). Hobart,
Australia: PME.
P
oladian, L., Tully, D., & Anderson, J. (2016, September). Evolving a community of practice to enhance
the pre-service experience of mathematics teachers. Poster presented at the Australian
Conference on Science and Mathematics, Brisbane, 28-30 September.
Tully, D., Anderson, J., & Poladian, L. (2016, July). Improving the retention of pre-service
teachers through expanding communities of practice. Poster presented at the
13th International Congress on Mathematical Education, Hamburg,
24-31 July.
Visnovska
J. & Fry, K. (2016, September). Reasoning with fractions: supporting pre-service
teachers’ learning. Poster presented at the Australian Conference on Science and
Mathematics Education, Brisbane, 28-30 September.
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