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dc.contributor.authorBailey, Judyen_NZ
dc.contributor.authorCowie, Bronwenen_NZ
dc.contributor.authorCooper, Beverleyen_NZ
dc.date.accessioned2020-11-04T22:10:17Z
dc.date.available2020-11-04T22:10:17Z
dc.date.issued2020en_NZ
dc.identifier.citationBailey, J., Cowie, B., & Cooper, B. (2020). ‘Maths outside of maths’: Pre-service teachers’ awareness of mathematical and statistical thinking across teachers’ professional work. Australian Journal of Teacher Education, 45(1), 1–18. https://doi.org/10.14221/ajte.2020v45n1.1en
dc.identifier.issn0313-5373en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13939
dc.description.abstractMathematical and statistical thinking is involved across the breadth of people's home and work life and leisure activities. This paper reports on an aspect of a project that aimed to develop pre-service teacher awareness of the mathematical and statistical thinking required across the breadth of primary teachers' professional role. This thinking is conceptualised as the mathematics and statistics embedded in each of the curriculum learning areas, in data literacy, and administration and management tasks. Mentor meetings indicated pre-service teachers who were completing a one-year graduate diploma initially had a limited awareness of the extent of this thinking. Through focus group discussions across the year participating pre-service teachers' commentary showed an increased awareness and appreciation of the breadth of contexts where teachers might encounter mathematics and statistics thinking beyond mathematics lessons. Given awareness is fundamental to learning and subsequent action we posit that developing this awareness during teacher education is important.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.relation.urihttps://ro.ecu.edu.au/ajte/vol45/iss1/1/
dc.rights© 2020 Social Science Press. Used with permission.
dc.title"Maths outside of maths": Pre-service teachers' awareness of mathematical and statistical thinking across teachers' professional worken_NZ
dc.typeJournal Article
dc.identifier.doi10.14221/ajte.2020v45n1.1en_NZ
dc.relation.isPartOfAustralian Journal of Teacher Educationen_NZ
pubs.begin-page1
pubs.elements-id254309
pubs.end-page18
pubs.issue1en_NZ
pubs.publication-statusPublisheden_NZ
pubs.volume45en_NZ


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