M
Michael Drake
Researcher at Victoria University of Wellington
Publications - 22
Citations - 273
Michael Drake is an academic researcher from Victoria University of Wellington. The author has contributed to research in topics: Teaching method & Metacognition. The author has an hindex of 10, co-authored 22 publications receiving 205 citations.
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Journal ArticleDOI
An assessment-based model for exploring the solving of mathematical problems: Utilizing revised bloom’s taxonomy and facets of metacognition
Farzad Radmehr,Michael Drake +1 more
TL;DR: The authors used Revised Bloom's Taxonomy (RBT) in conjunction with Efklides's metacognition framework to design questions to address the different RBT cognitive processes and knowledge types.
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The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation, reflection, and co-construction in rehearsals of practice
TL;DR: The authors examined how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programs, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years.
Journal Article
Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling
TL;DR: In this article, the authors demonstrate how teacher educator modelling of instructional activities with in-the-moment coaching can provide opportunities for professional noticing of culturally responsive teaching practices, which can help foster mathematics teaching strategies.
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If the jacket fits: A metaphor for teacher professional learning and development
TL;DR: In this article, the purpose of a research project was to assist lead teachers to define, analyse, and refine their relationship with professional learning and development through the metaphor of a jacket.
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Exploring students' mathematical performance, metacognitive experiences and skills in relation to fundamental theorem of calculus
Farzad Radmehr,Michael Drake +1 more
TL;DR: The authors explored students' mathematical performance, metacognitive experiences and metACognitive skills in relation to Fundamental Theorem of Calculus (FTC) questions by interviewing nine university and eight Year 13 students.