Judy Bailey - Academia.edu (original) (raw)

Papers by Judy Bailey

Waikato Journal of Education, 2010

This paper reports on two components of a collaborative project conducted by members of the langu... more This paper reports on two components of a collaborative project conducted by members of the language and literacy education, mathematics education and social studies teaching teams at the Faculty of Education, The University of Waikato. The teams decided to research the implications of the front end of The New Zealand Curriculum document [NZC] (Ministry of Education, 2007). The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the "thinking" key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice.

Early Childhood Folio

Mathematical learning is an integral part of early childhood education (ECE). In Aotearoa New Zea... more Mathematical learning is an integral part of early childhood education (ECE). In Aotearoa New Zealand there is a range of valuable curriculum resources including Te Kākano, a “living, evolving” framework of purposeful activities, to assist teachers to notice and respond to mathematics learning. This article aims to contribute towards this evolution by suggesting mathematical problem solving become more explicitly embedded within Te Kākano. This would be one way of keeping mathematical practices at the forefront of early childhood mathematics education supporting children to be creative mathematical problem solvers as they develop early understandings of mathematics symbol systems and technologies.

New Zealand curriculum documents have referred to mathematics as a problem-solving endeavour for ... more New Zealand curriculum documents have referred to mathematics as a problem-solving endeavour for more than 25 years. Although an intended curriculum focus, problem-solving seems to be an aspect of mathematics that many beginning teachers are not familiar with. This research follows three beginning teachers in their first year of teaching as they incorporate problem-solving within their mathematics programmes. Data shows that familiarity with a structure for mathematics lessons that fosters problem solving and reasoning (Sullivan, Walker, Borcek, & Rennie, 2015) supported beginning teachers’ subsequent successful efforts to teach a problem-solving lesson.

Children can sometimes appear to understand a concept such as place value without really having a... more Children can sometimes appear to understand a concept such as place value without really having a deep understanding. Judy Bailey stresses the importance of listening carefully to children to identify their current understandings and then building on them systematically, using a range of materials, to promote a deep conceptual understanding.

Learning to teach is a complex matter, and many different models of pre-service teacher education... more Learning to teach is a complex matter, and many different models of pre-service teacher education have been used to support novice teachers in preparation for the classroom. More recently there have been calls for embedding practice at the centre of teachers’ professional preparation. Preparing novice teachers for ambitious teaching is demanding. A focus on core high-leverage practices such as teaching through problem-solving are suggested. In this study novice teachers engaged in practice-based teacher education to explore the learning and teaching of mathematics using a problem-solving approach. Findings suggest experiencing this approach is an important first step towards novice teachers learning about practices congruent with current reform expectations such as justifying mathematical reasoning, emphasising conceptual understanding, and catering for all learners. Novice teachers also began to envisage how ambitious mathematics pedagogies could be enacted in their future practice.

Mathematics Education Research Group of Australasia, 2015

Effective lesson planning is a real challenge for many beginning teachers. This paper presents a ... more Effective lesson planning is a real challenge for many beginning teachers. This paper presents a case study of one such teacher, and the author’s efforts to support her in the planning process. Results show supporting the beginning teacher’s planning by (a) providing access to resources such as web-sites and teaching handbooks, (b) modelling, and (c) providing an explication of planning were insufficient to create substantive and necessary changes in the teacher’s planning during the period of research. Implications for supporting beginning teachers are considered.

Waikato Journal of Education

• Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and ... more • Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. • Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use • NonCommercial-You may not use the material for commercial purposes.

Curriculum Matters

The aim of this article is to comment on the ways in which beliefs and theories of learning affec... more The aim of this article is to comment on the ways in which beliefs and theories of learning affect the teaching and learning of mathematics. When mathematics is viewed as a static body of knowledge, a transmission style of teaching is often employed. In contrast, a radical constructivist view of learning suggests that mathematics could be a constructive and creative endeavour. We suggest that this perspective of mathematics aligns with the principles, values and key competencies in The New Zealand Curriculum (Ministry of Education, 2007). Examples relevant to the context of primary mathematics education are considered.

KEY POINTS • Using a problem-solving approach for teaching mathematics is a true representation o... more KEY POINTS • Using a problem-solving approach for teaching mathematics is a true representation of what mathematics is, and what mathematicians do. • Learning mathematics through problem solving has been shown to be effective for a diverse range of learners. • Problem solving helps students to develop their understanding at a deeper level than when they memorise or practise given strategies. • When children learn mathematics through problem solving, it improves their confidence and engenders positive attitudes. • When teachers work on and solve problems with other teachers, their understandings and dispositions are positively affected. • A lesson structure using enabling and extending prompts supports implementation in the classroom.

Australian Journal of Teacher Education

Teachers and Curriculum

• Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and ... more • Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. • Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use • NonCommercial-You may not use the material for commercial purposes. • ShareAlike-If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

Teachers and Curriculum, 2013

Length: Articles should not normally exceed 3,500 words (including references); shorter articles ... more Length: Articles should not normally exceed 3,500 words (including references); shorter articles such as research reports, poetry, short stories or commentaries are welcome. Layout and number of copies: Text should be double-lined spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman for all text and headings. All headings must be clearly defined. All tables, figures, diagrams or photos should be submitted separately. The article should clearly show where each is to appear within the text. All submissions must be submitted as word documents. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. Foot/End Notes: These should be avoided where possible; the journal preference is for footnotes rather than endnotes. Referencing: References must be useful, targeted and appropriate. The Editorial preference is APA style; see Publication Manual of the American Psychological Association (Sixth Edition). Please check all citations in the article are included in your references list and in the correct style. Covering letter: When submitting a manuscript to Teachers and Curriculum, authors must, for ethical and copyright reasons, include in a covering letter a statement confirming that a) the material has not been published elsewhere, and b) the manuscript is not currently under consideration with any other publisher. A fax and email contact should also be supplied. Editorial: All contributions undergo rigorous peer review by at least two expert referees. The Editors reserve the right without consulting the author(s) to make alterations that do not result in substantive changes. The Editors' decisions about acceptance are final.

Waikato Journal of Education, 2010

In this paper we explore two conceptions of mathematics that are evident in literature. Mathemati... more In this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom.

Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of s... more Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of story-telling, to investigate her professional practice in working alongside pre-service primary teachers. Two main themes emerge in this research. The first of these centresaround,the use of mathematical investigations as a

Australian Journal of Teacher Education, 2014

Preparing to become an effective primary school mathematics teacher is a challenging and complex ... more Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics education course. As part of their second attempt at this course for a Bachelor of Teaching (primary) degree the pre-service teachers engaged in a mathematical investigation. Data suggests that undertaking an open-ended mathematical investigation facilitated positive shifts with regard to the pre-service teachers' knowledge of, and beliefs and attitudes towards, mathematics. Participation in such investigations appears to have potential for supporting pre-service teachers who have initially experienced difficulties in their journey to becoming effective mathematics educators.

Waikato Journal of Education, 2011

Teacher educators in New Zealand are charged with supporting student teachers' understandings of ... more Teacher educators in New Zealand are charged with supporting student teachers' understandings of the New Zealand Curriculum document (Ministry of Education, 2007). Integral to this challenge is the need to provide relevant knowledge and understandings that are contextually and pedagogically appropriate (Fullan, 2007; Jasman, 2003). Aspects of the "front end" of the New Zealand Curriculum document such as the vision, principles, values and key competencies along with the learning area statements need to be understood by newly graduated teachers who will be applying this curriculum in their own classrooms. This paper reports on ongoing research investigating and reflecting on student-teacher understandings of these components of the New Zealand curriculum, on completion of three different compulsory papers within the Bachelor of Teaching degree and Graduate Diploma of Teaching (Primary). Implications for pre-service teacher education and for supporters of provisionally registered teachers are considered.

Waikato Journal of Education, 2010

. The front end of the document includes key competencies and a statement describing each learnin... more . The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the "thinking" key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice.

Waikato Journal of Education, 2010

This paper reports on two components of a collaborative project conducted by members of the langu... more This paper reports on two components of a collaborative project conducted by members of the language and literacy education, mathematics education and social studies teaching teams at the Faculty of Education, The University of Waikato. The teams decided to research the implications of the front end of The New Zealand Curriculum document [NZC] (Ministry of Education, 2007). The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the "thinking" key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice.

Early Childhood Folio

Mathematical learning is an integral part of early childhood education (ECE). In Aotearoa New Zea... more Mathematical learning is an integral part of early childhood education (ECE). In Aotearoa New Zealand there is a range of valuable curriculum resources including Te Kākano, a “living, evolving” framework of purposeful activities, to assist teachers to notice and respond to mathematics learning. This article aims to contribute towards this evolution by suggesting mathematical problem solving become more explicitly embedded within Te Kākano. This would be one way of keeping mathematical practices at the forefront of early childhood mathematics education supporting children to be creative mathematical problem solvers as they develop early understandings of mathematics symbol systems and technologies.

New Zealand curriculum documents have referred to mathematics as a problem-solving endeavour for ... more New Zealand curriculum documents have referred to mathematics as a problem-solving endeavour for more than 25 years. Although an intended curriculum focus, problem-solving seems to be an aspect of mathematics that many beginning teachers are not familiar with. This research follows three beginning teachers in their first year of teaching as they incorporate problem-solving within their mathematics programmes. Data shows that familiarity with a structure for mathematics lessons that fosters problem solving and reasoning (Sullivan, Walker, Borcek, & Rennie, 2015) supported beginning teachers’ subsequent successful efforts to teach a problem-solving lesson.

Children can sometimes appear to understand a concept such as place value without really having a... more Children can sometimes appear to understand a concept such as place value without really having a deep understanding. Judy Bailey stresses the importance of listening carefully to children to identify their current understandings and then building on them systematically, using a range of materials, to promote a deep conceptual understanding.

Learning to teach is a complex matter, and many different models of pre-service teacher education... more Learning to teach is a complex matter, and many different models of pre-service teacher education have been used to support novice teachers in preparation for the classroom. More recently there have been calls for embedding practice at the centre of teachers’ professional preparation. Preparing novice teachers for ambitious teaching is demanding. A focus on core high-leverage practices such as teaching through problem-solving are suggested. In this study novice teachers engaged in practice-based teacher education to explore the learning and teaching of mathematics using a problem-solving approach. Findings suggest experiencing this approach is an important first step towards novice teachers learning about practices congruent with current reform expectations such as justifying mathematical reasoning, emphasising conceptual understanding, and catering for all learners. Novice teachers also began to envisage how ambitious mathematics pedagogies could be enacted in their future practice.

Mathematics Education Research Group of Australasia, 2015

Effective lesson planning is a real challenge for many beginning teachers. This paper presents a ... more Effective lesson planning is a real challenge for many beginning teachers. This paper presents a case study of one such teacher, and the author’s efforts to support her in the planning process. Results show supporting the beginning teacher’s planning by (a) providing access to resources such as web-sites and teaching handbooks, (b) modelling, and (c) providing an explication of planning were insufficient to create substantive and necessary changes in the teacher’s planning during the period of research. Implications for supporting beginning teachers are considered.

Waikato Journal of Education

• Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and ... more • Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. • Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use • NonCommercial-You may not use the material for commercial purposes.

Curriculum Matters

The aim of this article is to comment on the ways in which beliefs and theories of learning affec... more The aim of this article is to comment on the ways in which beliefs and theories of learning affect the teaching and learning of mathematics. When mathematics is viewed as a static body of knowledge, a transmission style of teaching is often employed. In contrast, a radical constructivist view of learning suggests that mathematics could be a constructive and creative endeavour. We suggest that this perspective of mathematics aligns with the principles, values and key competencies in The New Zealand Curriculum (Ministry of Education, 2007). Examples relevant to the context of primary mathematics education are considered.

KEY POINTS • Using a problem-solving approach for teaching mathematics is a true representation o... more KEY POINTS • Using a problem-solving approach for teaching mathematics is a true representation of what mathematics is, and what mathematicians do. • Learning mathematics through problem solving has been shown to be effective for a diverse range of learners. • Problem solving helps students to develop their understanding at a deeper level than when they memorise or practise given strategies. • When children learn mathematics through problem solving, it improves their confidence and engenders positive attitudes. • When teachers work on and solve problems with other teachers, their understandings and dispositions are positively affected. • A lesson structure using enabling and extending prompts supports implementation in the classroom.

Australian Journal of Teacher Education

Teachers and Curriculum

• Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and ... more • Share-copy and redistribute the material in any medium or format • Adapt-remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. • Attribution-You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use • NonCommercial-You may not use the material for commercial purposes. • ShareAlike-If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

Teachers and Curriculum, 2013

Length: Articles should not normally exceed 3,500 words (including references); shorter articles ... more Length: Articles should not normally exceed 3,500 words (including references); shorter articles such as research reports, poetry, short stories or commentaries are welcome. Layout and number of copies: Text should be double-lined spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman for all text and headings. All headings must be clearly defined. All tables, figures, diagrams or photos should be submitted separately. The article should clearly show where each is to appear within the text. All submissions must be submitted as word documents. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. Foot/End Notes: These should be avoided where possible; the journal preference is for footnotes rather than endnotes. Referencing: References must be useful, targeted and appropriate. The Editorial preference is APA style; see Publication Manual of the American Psychological Association (Sixth Edition). Please check all citations in the article are included in your references list and in the correct style. Covering letter: When submitting a manuscript to Teachers and Curriculum, authors must, for ethical and copyright reasons, include in a covering letter a statement confirming that a) the material has not been published elsewhere, and b) the manuscript is not currently under consideration with any other publisher. A fax and email contact should also be supplied. Editorial: All contributions undergo rigorous peer review by at least two expert referees. The Editors reserve the right without consulting the author(s) to make alterations that do not result in substantive changes. The Editors' decisions about acceptance are final.

Waikato Journal of Education, 2010

In this paper we explore two conceptions of mathematics that are evident in literature. Mathemati... more In this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom.

Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of s... more Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of story-telling, to investigate her professional practice in working alongside pre-service primary teachers. Two main themes emerge in this research. The first of these centresaround,the use of mathematical investigations as a

Australian Journal of Teacher Education, 2014

Preparing to become an effective primary school mathematics teacher is a challenging and complex ... more Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics education course. As part of their second attempt at this course for a Bachelor of Teaching (primary) degree the pre-service teachers engaged in a mathematical investigation. Data suggests that undertaking an open-ended mathematical investigation facilitated positive shifts with regard to the pre-service teachers' knowledge of, and beliefs and attitudes towards, mathematics. Participation in such investigations appears to have potential for supporting pre-service teachers who have initially experienced difficulties in their journey to becoming effective mathematics educators.

Waikato Journal of Education, 2011

Teacher educators in New Zealand are charged with supporting student teachers' understandings of ... more Teacher educators in New Zealand are charged with supporting student teachers' understandings of the New Zealand Curriculum document (Ministry of Education, 2007). Integral to this challenge is the need to provide relevant knowledge and understandings that are contextually and pedagogically appropriate (Fullan, 2007; Jasman, 2003). Aspects of the "front end" of the New Zealand Curriculum document such as the vision, principles, values and key competencies along with the learning area statements need to be understood by newly graduated teachers who will be applying this curriculum in their own classrooms. This paper reports on ongoing research investigating and reflecting on student-teacher understandings of these components of the New Zealand curriculum, on completion of three different compulsory papers within the Bachelor of Teaching degree and Graduate Diploma of Teaching (Primary). Implications for pre-service teacher education and for supporters of provisionally registered teachers are considered.

Waikato Journal of Education, 2010

. The front end of the document includes key competencies and a statement describing each learnin... more . The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the "thinking" key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice.