Author
Anne Roche
Other affiliations: Monash University, The Catholic University of America
Bio: Anne Roche is an academic researcher from Australian Catholic University. The author has contributed to research in topics: Teaching method & Task (project management). The author has an hindex of 14, co-authored 57 publications receiving 701 citations. Previous affiliations of Anne Roche include Monash University & The Catholic University of America.
Papers published on a yearly basis
Papers
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TL;DR: This paper found that students who demonstrated the greatest success were likely to use benchmark (transitive) and residual thinking, and hypothesised that the methods of these successful students could form the basis of instructional approaches which may yield the kind of connected understanding required for the development of proportional reasoning in later years.
Abstract: As part of individual interviews incorporating whole number and rational number tasks, 323 grade 6 children in Victoria, Australia were asked to nominate the larger of two fractions for eight pairs, giving reasons for their choice. All tasks were expected to be undertaken mentally. The relative difficulty of the pairs was found to be close to that predicted, with the exception of fractions with the same numerators and different denominators, which proved surprisingly difficult. Students who demonstrated the greatest success were likely to use benchmark (transitive) and residual thinking. It is hypothesised that the methods of these successful students could form the basis of instructional approaches which may yield the kind of connected understanding promoted in various curriculum documents and required for the development of proportional reasoning in later years.
109 citations
TL;DR: In this article, the authors investigate ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks and propose a set of lessons built around challenging tasks.
Abstract: The following is a report on an investigation into ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks. Groups of primary and secondary teachers, respectively, were provided with documentation of ten lessons built around challenging tasks. Teachers responded to survey items in both Likert and free format style after teaching the ten lessons. The responses of the teacher participants indicate that the lesson structure we proposed was helpful, and the elements of the lessons suggested to teachers were both necessary and sufficient for supporting students in engaging with the challenging tasks. Implications for teacher educators and curriculum developers are offered.
88 citations
01 Jan 2002
TL;DR: This survey highlights the need to improve the quality of education in independent schools in Victoria by encouraging pupils to think critically about the role they play in their education.
Abstract: Commissioned by the Department of Education, Employment and Training, the Catholic Education Office (Melbourne) and the Association of Independent Schools Victoria
49 citations
TL;DR: In this article, a teacher's choice and use of tasks are major determinants of the nature and quality of students' learning, and the teacher role in providing engaging and worthwhile mathematics for all students.
41 citations
41 citations
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31 Dec 2012
TL;DR: McKenney, S. as discussed by the authors presented an invited lecture for the Crossfield Graduate School at the University of St. Gallen, St.Gallen, Switzerland, 2012, 4-5 September.
Abstract: McKenney, S. (2012, 4-5 September). What is educational design research? Invited lecture for the Crossfield Graduate School at the University of St. Gallen, St. Gallen, Switzerland.
640 citations
Journal Article•
177 citations
01 Jan 2011
TL;DR: AER 59 reviews research into aspects of mathematics teaching, focusing on issues relevant to Australian mathematics teachers, those who support them, and also to those who make policy decisions about mathematics teaching.
Abstract: AER 59 reviews research into aspects of mathematics teaching, focusing on issues relevant to Australian mathematics teachers, to those who support them, and also to those who make policy decisions about mathematics teaching. It was motivated by and draws on the proceedings of the well-attended and highly successful ACER Research Conference Teaching mathematics? Make it count: What research tells us about effective mathematics teaching and learning, held in Melbourne in August 2010.
156 citations
TL;DR: This paper found that experts still show a tendency to be biased by natural numbers and do not activate holistic representations when fraction pairs have common numerators or denominators, and holistic representations were more likely.
138 citations