Despite the importance placed on how children solve basic problems, many are not developing proficiency with simple addition in a way that matches curricula expectations: children are still counting when they should be using retrieval-based strategies.
In our March webinar, Sarah Hopkins, Senior Lecturer in the Faculty of Education, Monash University, will discuss research findings that highlight the importance of problem-solving practice. She will reveal practical ways that teachers can support children with learning difficulties to develop proficiency with simple addition.
After teaching secondary school mathematics in a variety of educational settings, including government and private schools and juvenile justice centers, Sarah pursued a career in teacher education. Sarah has extensive experience with developing, coordinating and teaching curriculum units to prepare pre-service teachers to teach mathematics confidently and effectively in primary and secondary school settings. She works closely with schools and in-service teachers to provide authentic learning experiences for pre-service teachers to reflect on and learn from. Sarah has received awards for teaching excellence at Monash University (2014), University of Western Australia (2010), and Edith Cowan University (2004).
Sarah’s research activities focus on how children learn mathematics and on teacher education.
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