This project explores how practice-based pedagogies within initial teacher education can support prospective teachers to learn the work of ambitious mathematics teaching. Underpinned by the belief that all students can develop positive mathematical identities and become powerful mathematical learners, ambitious mathematics teaching involves skilled ways of eliciting and responding to students so that they learn worthwhile mathematics and come to view themselves as competent mathematicians. Coaching of instructional activities within a rehearsal format, both in the university and school setting, alongside the development of peer communities of inquiry are central to the design.
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Research team: Professor Glenda Anthony, A/Professor R Hunter, Dr J Hunter, Dr P Rawlins
Collaborators: Dr Robin Averill, Dr Michael Drake, Dr D Anderson (Victoria University)
International advisor: Professor Elham Kazemi, Washington State University, USA
Funding: NZCER Teaching and Learning Research Initiative
Anthony, G., & Hunter, R. (2012). (Re)thinking and (re)forming initial mathematics teacher education New Zealand Journal of Educational Studies, 47(1), 145-151.
Anthony, G., Hunter, J., & Hunter, R. (2015). Learning to professionally notice students’ mathematical thinking through rehearsal activities. Mathematics Teacher Education & Development, 17(2), 7-24.
Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers development of adaptive expertise. Teaching and Teacher Education, 49, 108-117.
Anthony, G., Hunter, R., Hunter, J., & Duncan, S. (2015). How ambitious is “ambitious mathematics teaching”? Set: Research Information for Teachers, 2, 45-52.
Averill, R., Anderson, D., & Drake, M. (2015). Developing culturally responsive teaching through professional noticing within teacher educator modelling. Mathematics Teacher Education and Development, 17(2), 64-83.
Averill, R., Drake, M., Anderson, D., & Anthony, G. (2016). The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation, reflection, and co-construction in rehearsals of practice. Asia-Pacific Journal of Teacher Education, 1-18. doi:10.1080/1359866X.2016.1169503
Drake, M. (2016). Learning to coach in practice-based teacher education: A self-study Studying Teacher Education.
Hunter, J., Anthony, G., & Hunter, R. (2015). Exploring and critiquing practice-based approaches in teacher education Mathematics Teacher Education & Development, 17(2), 1-6.
Hunter, R., Hunter, J., & Anthony, G. (2013). Using instructional activities to learn the work of ambitious mathematics in pre-service teacher educator settings. In V. Steinle, L. Ball, & C. Bardini (Eds.), Mathematics education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia) (pp. 703-706). Melbourne, VIC: MERGA.