![]() ![]() ‘More specifically, teaching teams benefit from understanding the effective use of resources, including calculators, in mathematics education. The academics found that teachers working with Down syndrome students need professional learning at the outset, including syndrome-specific information, followed by an ongoing, staged program looking at teaching specifics as their professional development needs evolve.Īssociate Professor Clarke told RD: 'Teachers and teaching teams benefit from initial professional learning that clarifies the nature of both inclusive practice and Down syndrome, including practices that help students learn to “do school”. The research indicates that the most effective teaching and student learning occurs where all members of a teaching team have a clear understanding of the lesson plan and the expected learning outcome for the student.' ‘Mathematics education outcomes are influenced by the way teaching teams interact. 'Our key research question is to understand how educators provide the teaching and support that offers the best outcomes when teaching year-level material from the Australian Curriculum: Mathematics,' Dr Faragher told RD. Research Developments (RD) reports that's one of the key findings of a new study by Australian academics investigating team teaching in inclusive settings.Īustralian Catholic University's Dr Rhonda Faragher and Professor Doug Clarke, and Monash University Associate Professor Barbara Clarke worked with 15 teaching teams at schools in Victoria and the Australian Capital Territory. Including students with Down syndrome in mainstream mathematics lessons in the primary years is achievable, but specific and ongoing professional learning for teachers is vital. ![]()
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