| Popis: |
This study reports on three teachers' initial perceptions regarding Year 7 and 8 children's understandings of fractions, decimals, and percentages and how these perceptions change as a result of involvement in the Ministry of Education professional development programme known as the Numeracy Project. An investigation into how aspects of classroom delivery that includes the use of concrete materials, classroom interactions, and grouping practices can change children's understandings of fractions, decimals, and percentages is also repOlied. The analysis indicates that children did not have the understanding teachers expected. Concrete materials were identified as something the slower children needed to use, and grouping practices favoured a whole class approach. Involvement in the Numeracy Project saw changes in perceptions and classroom practice. Teachers were able to identify realistic outcomes for children and showed a greater understanding of how children learn the concepts associated with fractions, decimals, and percentages. Flexible grouping, relevant use of concrete materials for all children, and focused interactions were identified as areas of classroom delivery that needed to be investigated further. The report investigates the use of different formats in order to distinguish between current research and my voice as an experienced teacher and mathematics facilitator. |
