Staff Development: The Missing Ingredient in teaching Geometry to Year 3 Students
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The teaching and learning of Geometry has been identified in much of the literature as being problematic and the mathematics strand where many teachers feel least knowledgeable and least confident to teach. This paper describes a school-based project which sought to develop teacher knowledge and confidence in this strand via the use of Professional Learning Communities (DuFour & Reeves, 2016) and Instructional Coaching.
Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia: Opening Up Mathematics Education Research
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Mathematics and Numeracy Curriculum and Pedagogy