Dr Anne Prescott

Kalman, R., Phegan, J. & Prescott, A.E. 2008, Maths Olympiad contest problems, Australian, APSMO, Sydney.

Prescott, A.E. 2011, 'Are we singing from the same songbook?' in S.Schuck and P. Pereira (eds), What counts in teaching mathematics: Adding value to self and content, Springer, Dordrecht, The Netherlands, pp. 161-176.
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Schuck and Pereira have assembled an impressive group of mathematics educators, each of whom offers new ways of thinking about the teaching and learning of mathematics as a consequence of their involvement in self-study. The catalyst for their writing was a concern to "help our students develop mathematical pedagogical content knowledge as well as subject content knowledge ... [because our] soon to be teachers of maths in primary and secondary schools need to recognise, and know how to reduce, the conceptual difficulties that often arise for school students". These authors' efforts in so doing are captured in the chapters of this book in ways that demonstrate an abiding commitment to teaching and learning about mathematics teaching that is the core business of mathematics teacher education. The outcome of a serious consideration of a self-study methodology in researching the teaching and learning of mathematics is clearly evident in each of the chapters. Each of the authors demonstrates how they had to challenge their own conceptions of mathematics teaching and learning in order to develop deeper understandings of their own practice because, ultimately, they were concerned to genuinely challenge their own students' approach to, and understanding of, mathematics. It is this focus on their students' learning that has been so important in shaping their own learning about practice and is clearly an outcome derived from a thoughtful approach to researching practice through self-study.

Kearney, M.D., Young, K.A. & Prescott, A.E. 2009, 'Investigating Prospective Teachers as Learning Design Authors' in Lori Lockyer, Sue Bennett, Shirley Agostinho, Barry Harper, University of Wollongong, Australia (eds), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, IGI Global, Hershey, USA, pp. 263-281.
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This chapter reports on findings from a recent project situated in the area of preservice teacher education. The project investigated prospective teachers authoring and using their own contextualised learning designs. The chapter describes how 17 secondary and primary preservice teachers adapted existing, well-researched learning strategies to inform the design of their own specific online learning tasks and how they implemented these tasks in the context of their teaching practicum. The prospective teachers used an online learning design authoring system as a tool and flexible `test-bed+ for their learning designs and implementation. An account of the ways in which the prospective teachers developed sophisticated understandings of their chosen learning strategy and developed fresh insights into online and face-toface teaching issues is presente

Prescott, A.E. & Hellsten, M. 2005, 'Hanging together even with non-native speakers: the international student transition experience' in Peter Ninnes & Meeri Hellsten (eds), Internationalizing Higher Education, Springer, Dordrecht, Netherlands, pp. 75-95.
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Buchanan, J.D., Prescott, A.E., Schuck, S.R., Aubusson, P.J., Burke, P.F. & Louviere, J.J. 2013, 'Teacher retention and attrition: Views of early career teachers', The Australian Journal of Teacher Education, vol. 38, no. 3, pp. 112-129.

Cavanagh, M. & Prescott, A.E. 2010, 'The growth of reflective practice among three beginning secondary mathematics teachers', Asia-Pacific Journal of Teacher Education, vol. 38, no. 2, pp. 147-159.
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This paper reports a study of three beginning secondary mathematics teachers and how their reflective practice developed during a one-year university teacher education program and concurrent professional fieldwork experience or practicum. The participants were interviewed three times during the practicum and once more in their first year of teaching, to investigate the nature and depth of their self-reflections about the practicum and their relationship with their supervising teachers. A three-stage, hierarchical model of reflective practice (Lee, 2005) was used to interpret the interview responses. Results show some improvement in the participants' ability to reflect on their teaching during the practicum, while also highlighting the importance of the practicum school context in their professional formation and professional development. The beginning teachers developed a greater capacity for reflection in their first year of teaching, but even then their responses were generally descriptive in nature rather than demonstrating critical reflection. We suggest some reasons for this.

Ljungdahl, L. & Prescott, A.E. 2007, 'Teachers' use of diagnostic testing to enhance students' literacy and numeracy learning', The International Journal of Learning, vol. 16, no. 2, pp. 461-476.
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The importance of literacy and numeracy skills is paramount in most societies, their acquisition essential for communication and employment. This study set out to determine whether teachers using multiple choice assessment tasks could enhance student learning in literacy and numeracy. A software program that gave the teachers access to the results in terms of preset strands was provided to one group of teachers and the other group used the traditional techniques of looking over the students+ test papers. It focuses on the testing of students using standardised PAT (Progressive Achievement Test) comprehension and mathematics tests with the intervention of a software tool (AutoMarque) which is intended to expedite analysis of the results. While much research has been carried out on literacy and numeracy testing, relatively little attention has been paid to the significance of speedy feedback and analysis of results which can lead to improved pedagogy. Constructive teacher feedback following assessment tasks assists students+ learning and provides them with the skills they need to improve performance in subsequent assessments. This study highlighted the difficulties that time-poor teachers have in implementing new technologies despite their commitment to assessment for learning.

Mulligan, J., Prescott, A.E., Mitchelmore, M. & Outhred, L. 2005, 'Taking a closer look at young children's images of area measurement', Australian Primary Mathematics Classroom, vol. 10, no. 2, pp. 4-8.
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Hellsten, M. & Prescott, A.E. 2004, 'Learning at University: The international student experience', Flinders University, Institute of International Education, vol. 5, no. 3, pp. 344-351.
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This paper reports on research that explores internationalisation of the University+s curriculum offerings and how this affects international students. The central focus of this paper is to highlight some of the student commentary on communication between teachers and students exemplifying the way it subsequently affects the quality of student learning. The paper concludes by raising some questions concerning how we may best meet the needs of international students by drawing on inclusive teaching philosophies.

Mulligan, J., Prescott, A.E. & Mitchelmore, M. 2003, 'Taking a closer look at students visual imagery', Australian Primary Mathematics Classroom, vol. 8, no. 4, pp. 23-27.
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Explores the use of pattern imagery in enhancing the spatial skills of students. Discussion on the concept of spatial structuring; Relationship between numerical and spatial patterns; Tasks that may be provided by teachers to which may help students to become more attuned to the importance of pattern and structure.

Cavanagh, M. & Prescott, A.E. 2009, 'The reflective thinking of pre-service secondary mathematics teachers', Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece, July 2009 in Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education, ed M. Tzekaki, M Kaldrimidou, H. Sakonidis, PME, Greece, pp. 273-280.
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This paper reports on the reflective thinking of three pre-service teachers durihg a one-year teacher education program. We interviewed the participants three times during their practicum and once more in their first year of teaching to investigate the nature and depth of their self-reflections. We developed a three-stage, hierarchical model ofrej/ective practice to Interpret the interview responses. Results show slight +improvement in the participants' practicum reflections and a greater capacity for reflection In their first year ofteaching, but even then their responses were generally :gescriptive in nature. We suggest some reasons for this situation.

Prescott, A.E. & Cavanagh, M. 2008, 'A situated perspective on learning to teach secondary mathematics', Navigating currents and charting directions, University of Queensland, June 2008 in Navigating currents and charting directions, ed M. Goos, R. Brown, K. Makar, MERGA, Brisbane, Australia, pp. 407-414.
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Prescott, A.E. & Cavanagh, M. 2008, 'A socio-cultural perspective on the first year of teaching secondary mathematics', PME, Morelia, Mexico, July 2008 in Proceedings of the Joint Meeting of PME 32 and PME-NA XXX, ed Figueras O; Cortina JL; Alatorre S; Rojano T & Sepulveda A, PME, PME, pp. 129-136.
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Cavanagh, M. & Prescott, A.E. 2007, 'Professional experience in learning to teach secondary mathematics:Incorporating Pre-service teachers into a community of practice.', Mathematics: Essential research, essential practice, Hobart, Australia, July 2007 in Mathematics: Essential Research, Essential Practice Volume 1, ed Watson, J; Beswick, K., Mathematics Educational Research Group of Australasia, Adelaide, Australia, pp. 182-191.
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Wenger (1998) and Lave and Wenger (1991) developed a social theory of cognition in which learning takes place as a result of one s legitimate peripheral participation in a community of practice. In this paper, we apply Lave and Wenger s theory in learning to teach secondary mathematics. We report on clinical interview data concerning the practicum experiences of eight students enrolled in the Graduate Diploma in Education programs at two universities. Factors which influence the pre-service teachers classroom practice include the pedagogy of the supervising teacher, the academic ability of pupils, and concerns about classroom management.

Schuck, S.R., Prescott, A.E. & Buchanan, J.D. 2007, 'Sharing and supporting through an online network: Four studies with newly appointed teachers.', Australian Association for Research in Education, Adelaide, Australia, November 2006 in Engaging pedagogies: AARE 2006 International Education Research Conference Proceedings, ed P.L. Jeffery, AARE, Adelaide, Australia, pp. 1-18.
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The paper discusses the experiences, needs and concerns of newly appointed teachers in four separate studies conducted by UTS teacher educators over the years 1999-2006. Newly appointed teachers were invited to participate in an online support network in each of the studies. The studies were all small in scale, and allowed teachers to express their concerns, aspirations and experiences to others in the online network. Although participation in the online network was limited, those who did participate found the network to be supportive and helpful in providing much-needed advice and suggestions. Support was offered by mentor teachers, lecturers from the university and the other newly appointed teachers in the network. The paper will highlight the common issues regarding online access to support, as well as aspects of online interaction that were found to be beneficial to participants. It will also discuss issues of participation as highlighted by the different designs of the four studies, and indicate the strengths and weaknesses of each of the research designs with regard to meeting the needs of the participants.

Mulligan, J., Papic, M., Prescott, A.E. & Mitchelmore, M. 2006, 'Improving early numeracy through a Pattern and Structure Mathematics Awareness Program (PASMAP)', Conference of the Mathematics Education Research Group of Australasia, Canberra, Australia, July 2006 in Identities, cultures and learning spaces, ed Grootenboer P, Zevenbergen R, Chinnappan M, MERGA, Canberra, Australia, pp. 376-383.
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Mulligan, J., Mitchelmore, M. & Prescott, A.E. 2006, 'Integrating concepts and processes in early mathematics: The Australian Pattern and Structure Awareness Project (PASMAP)', Conference of the International Group for the Psychology of Mathematics Education, Prague, the Czech Republic, July 2006 in Proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education, ed Novotna J, Moraova H, Kratka M, Stehlikova N, PME, Prague, the Czech Republic, pp. 209-216.
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Prescott, A.E. & Cavanagh, M. 2006, 'An investigation of pre-service secondary mathematics teachers' beliefs as they begin their teacher training', Conference of the Mathematics Education research Group of Australasia, Canberra, Australia, July 2006 in Identities, cultures and learning spaces, ed Grootenboer P, Zevenbergen R, Chinnappan M, MERGA, Sydney, Australia, pp. 424-431.
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Mulligan, J., Mitchelmore, M. & Prescott, A.E. 2005, 'Case studies of children's development of structure in early mathematics', PME, Melbourne, Australia, July 2005 in PME 29, ed Chick H, Vincent J, University of Melbourne, Melbourne, Australia, pp. 41-48.
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Prescott, A.E. & Mitchelmore, M. 2005, 'Student misconceptions about projectile motion', MERGA, Melbourne, July 2005 in Building Connections: research, theory and practice, ed Clarkson P, Downton A, Grpnn D, Horne M, McDonough A, Pierce R, Roche A, MERGA, Sydney, pp. 633-640.
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Misconceptions, projectile motion, high school

Prescott, A.E. & Mitchelmore, M. 2005, 'Teaching projectile motion to eliminate misconceptions', PME, Melbourne, July 2005 in PME 29, ed Chick H, Vincent J, University of Melbourne, Melbourne, pp. 97-104.
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Mulligan, J., Prescott, A.E. & Mitchelmore, M. 2004, 'Children's development of structure in early mathematics', Bergen, Sweden, July 2004 in Proceedings of the 28th Conference of the International Group For the Psychology of Matematics Education - PME 28, ed M.J. Hoines & A.B. Fuglestad, PME, Bergen, Sweden, pp. 3-393-3-400.
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Mulligan, J. & Prescott, A.E. 2003, 'First graders' use of structure in visual memory and unitising area tasks', MERGA, Geelong, Australia, March 2003 in Mathematics Education Research:Innovation, Networking, Opportunity - Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Asutralasia MERGA 26, ed L. Bragg, C. Campbell, G. Herbert, & J. Mousley, MERGA, Sydney, Australia, pp. 539-546.
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A cross-sectional descriptive study of 103 Grade I students from ten Sydney schools investigated the use of mathematical and spatial structure across 30 numeracy tasks. This report describes students' levels of structural development across two key tasks on visual memory and area as emergent, partial or identifiable structure. Lower-achieving students who lacked structure in their responses did not appear to be located on the same developmental path as other students. Qualitative analysis supported the findings of Gray, Pitta and Tall (2000) and Thomas, Mulligan and Goldin (2002) - that in the abstraction of mathematical concepts these students may concentrate on idiosyncratic non-mathematical aspects of their experience.

Schuck, S.R., Aubusson, P.J., Buchanan, J.D., Louviere, J.J., Burke, P.F., Prescott, A.E. 2012, 'Retaining effective early career teachers in NSW schools', UTS: CRLC and CENSOC, Sydney, pp. 1-193.
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This project was commissioned by the NSW Department of Education and Training. This four and a half year research project had the aims of tracking a cohort of final year (2005) preservice teacher education students through their post-graduation experience into 2006, 2007, 2008 and 2009, in order to understand more clearly the reasons why some early career teachers (ECTs) in NSW public schools choose to leave the profession, and why others choose to remain; and in order to develop strategies to increase the retention rate of effective teachers during their early years of teaching.