Australian Catholic University

Recent teacher professional development in California tends to focus on increasing teachers ’ mathematical knowledge. In Australia, pedagogically focused programs are preferred. The two approaches are contrasted by comparing a Californian professional development model based on improving mathematical knowledge in number and algebra with a New South Wales school-based model involving the teaching of angle concepts. In both approaches, strengths and weaknesses are identified in terms of appropriate mathematical content, research-based pedagogy, and accreditation. Examples of courses incorporating all these components are given, and difficulties associated with implementing such courses are identified. Two important criteria for success, perceived relevance and teacher enthusiasm, are seen to be dependent on cultural factors in the education systems involved. Improving numeracy among students, particularly in the primary years, has received considerable attention in Australia over recent years. A number of teacher professional development programs have built upon extensive research into children’s mathematical understanding. For example, Count Me In Too (CMIT), an initiative of the Department of Education and Training (DET) in New South Wales (NSW), has three major components: (a) a theory of numeracy development, based on research by Steffe and Cobb in the USA and Wright in Australia (Steffe, von Glasersfeld, Richards, & Cobbs, 1983; Wright, 1994), developed over several years and formalised into a Learning Framework in Number; (b) an individualised Schedule for Early Number Learning, used to place each child at a point within this framework; and (c) a professional development program designed to assist teachers better understand how children learn arithmetic (Stewart, Wright, & Gould, 1998). CMIT has now also extended its brief to Space and Measurement