Investigating the Professional Knowledge of New Zealand Primary School Teachers when Teaching Mathematics for Numeracy
type: CreativeWork
description: This research investigated the relationship between teachers’ espoused professional knowledge, professional knowledge in practice, and student learning, when teaching ‘mathematics for numeracy’ in the New Zealand primary school classroom. The focus was on teaching within the multiplicative and proportional domains, as research at the time the study commenced indicated that these areas of mathematics were problematic for many teachers. The purpose of the research was to identify strengths, weaknesses, and inconsistencies in teachers’ practice; links between espoused views and actions; and to consider the usefulness of a framework for investigating teacher knowledge in practice. This study is intended to inform teacher reflection and professional development, and contribute to improvements in teaching practice and student achievement. A multiple-case study design, underpinned by an interpretivist paradigm, was used, which included four case-study teachers from two primary schools: School A, was a central city full primary school (Years 1 to 8) and School B, a rural town primary school (Years 1 to 6). The study aligned with a social constructivist perspective on teaching and learning. The data were obtained through four main sources: (1) pre-unit and post-unit student assessment tasks; (2) recorded observations; (3) semi-structured interviews); and (4) teacher questionnaires. Comparison between students’ initial and final assessment data showed little progress in understanding of multiplication and division, with a more noticeable improvement in fractional understanding. Classroom observations were analysed under three broad categories: content knowledge, pedagogical knowledge, and pedagogical content knowledge, and highlighted important issues relating to the professional knowledge of teachers and the contribution this made to student learning. Results indicated that the mathematical content knowledge of the teachers was stronger than their content knowledge in a peda…
abstract: This research investigated the relationship between teachers’ espoused professional knowledge, professional knowledge in practice, and student learning, when teaching ‘mathematics for numeracy’ in the New Zealand primary school classroom. The focus was on teaching within the multiplicative and proportional domains, as research at the time the study commenced indicated that these areas of mathematics were problematic for many teachers. The purpose of the research was to identify strengths, weaknesses, and inconsistencies in teachers’ practice; links between espoused views and actions; and to consider the usefulness of a framework for investigating teacher knowledge in practice. This study is intended to inform teacher reflection and professional development, and contribute to improvements in teaching practice and student achievement. A multiple-case study design, underpinned by an interpretivist paradigm, was used, which included four case-study teachers from two primary schools: School A, was a central city full primary school (Years 1 to 8) and School B, a rural town primary school (Years 1 to 6). The study aligned with a social constructivist perspective on teaching and learning. The data were obtained through four main sources: (1) pre-unit and post-unit student assessment tasks; (2) recorded observations; (3) semi-structured interviews); and (4) teacher questionnaires. Comparison between students’ initial and final assessment data showed little progress in understanding of multiplication and division, with a more noticeable improvement in fractional understanding. Classroom observations were analysed under three broad categories: content knowledge, pedagogical knowledge, and pedagogical content knowledge, and highlighted important issues relating to the professional knowledge of teachers and the contribution this made to student learning. Results indicated that the mathematical content knowledge of the teachers was stronger than their content knowledge in a peda…
author: Mills, Judith Patricia
license: https://researchcommons.waikato.ac.nz/bitstreams/14f32d0d-00e4-4aad-9b4c-482daf818a13/download
date published: 2018
date modified: 2026-07-24T05:57:55Z
provider: University Waikato
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Waikato