Get on the Cycle of Engagement with Mathematics: Re-imagining a Model and a Three-Step Process for Primary/Secondary Teachers

Edited book (chapter)


Willis, R., Lynch, David, Peddell, Lewes, Zehntner, Chris and Bruck, Patrick. 2024. "Get on the Cycle of Engagement with Mathematics: Re-imagining a Model and a Three-Step Process for Primary/Secondary Teachers." Lynch, David, Yeigh, Tony and Boyd, Wendy (ed.) Re-imagining Teaching Improvement: From Early Childhood to University. Singapore. Springer. pp. 109-131
Chapter Title

Get on the Cycle of Engagement with Mathematics: Re-imagining a Model and a Three-Step Process for Primary/Secondary Teachers

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleRe-imagining Teaching Improvement: From Early Childhood to University
AuthorsWillis, R., Lynch, David, Peddell, Lewes, Zehntner, Chris and Bruck, Patrick
EditorsLynch, David, Yeigh, Tony and Boyd, Wendy
Page Range109-131
Chapter Number6
Number of Pages23
Year2024
PublisherSpringer
Place of PublicationSingapore
ISBN9789819977482
9789819977451
9789819977468
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-99-7746-8_6
Web Address (URL)https://link.springer.com/chapter/10.1007/978-981-99-7746-8_6
Abstract

A cycle of disengagement from mathematics is apparent in schools around the world. Disinterest and anxiety regarding mathematics can be unintentionally passed onto students by teachers who lack interest in or an appreciation of mathematics’ relevance. This transmission from teachers to students can lead to a continuation of a lifelong avoidance of mathematics. With the number of out-of-field mathematics teachers becoming increasingly common to compensate for insufficient specialised mathematics teachers, the transmission of disinterest and anxiety to students is not expected to decline without intervention. Thus, a cycle of disengagement from mathematics compounds. How can we support teachers in primary school settings without mathematics specialisation or secondary school settings without qualification (i.e., out-of-field) to engage more deeply in mathematics? This chapter describes a novel model of engagement with mathematics and a three-step process for increasing the effectiveness of non-specialised and out-of-field mathematics teachers. Based on the extant literature, this process aims to transform teachers who are disinterested in and fearful of mathematics into confident, enthusiastic mathematics teachers ready to motivate their students towards a lifelong journey on the cycle of engagement with mathematics.

Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390306. Secondary education
390304. Primary education
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Byline AffiliationsSouthern Cross University
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