Why is it so hard? Affordances and constraints in the introduction of a targeted teaching approach to mathematics in the early years – a case study

This thesis documents a school's learning journey in the pursuit of improved mathematics teaching practices. As the introduction of a targeted teaching approach informed by the use of the Assessment for Common Misunderstandings (AfCM) materials (Siemon, 2006) proved challenging for teachers, this research explored the factors affording and constraining teachers' adoption of the reform. The research focused on teachers' use of the AfCM materials and how using these materials influenced their knowledge and practice, and subsequently, the quality of students' mathematics learning experience. The study was conducted over two years in a Victorian, metropolitan primary school with teachers of students from 18 classrooms, from Foundation to Year 3. Teachers were provided with professional learning sessions and coaching to support the introduction of the AfCM materials, as the use of the AfCM materials and teachers' beliefs about the teaching and learning of mathematics were monitored and documented. Practitioner research using qualitative methods informed a descriptive case study of the factors affording and constraining the adoption of the reform. Ethnographic techniques including interviews, observations and surveys were used to document the perspectives of various stakeholders. Students were surveyed using the Pupil Perceptions of Effective Learning Environments in Mathematics (PPELEM) instrument (McDonough, 2002). Interviews with the leadership teams of the participating school and another school successfully implementing a similar teaching approach, informed a cross case comparison to provide an in-depth understanding of school level factors. Rogoff's (1995) three developmental planes with their corresponding processes of apprenticeship, guided participation, and participatory appropriation supported the identification of four levels of teachers' participation in the reform. These levels of participation largely explained the degree of teachers' adoption of the reform. However, further analysis of four case study teachers' data showed that teachers beliefs and the strength with which they were held had the most significant impact on teachers' participation in the reform and influenced the extent to which they adopted a targeted teaching approach. These findings illustrate the need to provide early years mathematics teachers with differentiated professional learning, that addresses their individual knowledge and beliefs. The research also pointed to the critical role of school leadership in reform, in particular the importance of principals' participation, to ensure they are sufficiently knowledgeable to meaningfully support teachers' reform efforts. This thesis contributes to debates on the importance of early years mathematics teaching and the recognition of targeted teaching as a form of expertise. It makes suggestions for policy in relation to teachers' continuing professional learning and the importance of continuous in-school coaching.