Tara Flynn
Biographic Data
| ID | 5167446 |
|---|---|
| NAME | Tara Flynn |
| GIVEN NAMES | Tara |
| FAMILY NAME | Flynn |
| SIGNATURE | FLYNN T |
| AFFILIATIONS | Trent University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Leveraging Number Lines and Unit Fractions to Build Student Understanding
Fractions remain a challenging area of school mathematics at every stage of education, with impacts that extend far beyond the school years. For this study, researchers engaged in classroom-based design research over a 6-year period to investigate effective strategies for teaching fractions with Canadian students. Participants included 86 teachers (representing 12 collaborative research teams spread across 8 school boards) and over 2000 students …
Assessing the Effects of Collaborative Professional Learning
Researchers examine the outcomes of professional collaborative inquiry in mathematics on teacher efficacy in a three-year study of teacher professional learning in Canada. The study applies a mixed methods approach involving over 200 teachers and 1000 students as well as case study sites in English and French. The collaborative inquiry-based professional learning program (called CIL-M) focuses on teacher collaboration, mathematics knowledge for t…
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Which Is Greater
Assessing the Effects of Collaborative Professional Learning
Researchers examine the outcomes of professional collaborative inquiry in mathematics on teacher efficacy in a three-year study of teacher professional learning in Canada. The study applies a mixed methods approach involving over 200 teachers and 1000 students as well as case study sites in English and French. The collaborative inquiry-based professional learning program (called CIL-M) focuses on teacher collaboration, mathematics knowledge for t…
Leveraging Number Lines and Unit Fractions to Build Student Understanding
Fractions remain a challenging area of school mathematics at every stage of education, with impacts that extend far beyond the school years. For this study, researchers engaged in classroom-based design research over a 6-year period to investigate effective strategies for teaching fractions with Canadian students. Participants included 86 teachers (representing 12 collaborative research teams spread across 8 school boards) and over 2000 students …
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Mathematics Education and Teaching Techniques (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Chemistry (1 works) · Cognitive and developmental aspects of mathematical skills (1 works) · Collaborative Teaching and Inclusion (1 works) · Computer Science (1 works)