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|Title:||Using the 'Counting On' Mathematics Strategies: an action research case study||Contributor(s):||Mead, Katherine (author); Maxwell, Thomas W (author)||Publication Date:||2010||Handle Link:||https://hdl.handle.net/1959.11/7576||Abstract:||Katie, was required to engage in an action research (AR) project as part of a 10 week internship in the eighth semester of her BEd(Primary) course. Action research is defined by Macintyre (2000, p. 1) to be: 'an investigation, where, as a result of rigorous self-appraisal of current practice, the researcher focuses on a 'problem' (or a topic or an issue which needs to be explained), and on the basis of information ... plans, implements, then evaluates an action then draws conclusions on the basis of the findings'. AR is a "form of practical action which teachers undertake as part of, not separate from, their professional work" (Grundy, 1995, p. 7). The following is an account of an AR project which demonstrates how AR research can be undertaken as part of everyday teaching practice.||Publication Type:||Journal Article||Source of Publication:||Australian Primary Mathematics Classroom, 15(3), p. 10-15||Publisher:||Australian Association of Mathematics Teachers||Place of Publication:||Adelaide, Australia||ISSN:||1326-0286||Field of Research (FOR):||130208 Mathematics and Numeracy Curriculum and Pedagogy||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Other Links:||http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom||Statistics to Oct 2018:||Visitors: 82
|Appears in Collections:||Journal Article|
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