John Pegg

John Pegg
University of New England (Australia) | UNE · National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia - SiMERR

About

66
Publications
9,998
Reads
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531
Citations
Citations since 2016
1 Research Item
181 Citations
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20162017201820192020202120220102030
Additional affiliations
July 2004 - October 2015
University of New England (Australia)
Position
  • Managing Director

Publications

Publications (66)
Article
Full-text available
Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an ‘intended curriculum’. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. O...
Research
Full-text available
Acknowledgements This report has been compiled by our Research Fellow (Data Analyst), Dr Stefan Horarik and Executive Assistant, June Billings. It would not be possible to do this reporting without the support of the rest of the QuickSmart team in SiMERR who have assisted with proof reading and interpretation of data.
Research
Full-text available
Acknowledgements This report has been compiled by our Research Fellow (Data Analyst), Dr Stefan Horarik and Executive Assistant, June Billings. It would not be possible to do this reporting without the support of the rest of the QuickSmart team in SiMERR who have assisted with proof reading and interpretation of data.
Chapter
Full-text available
Indigenous students in the middle-school years experiencing difficulties in basic mathematics are a particularly vulnerable group. During these years gaps in performance between educationally disadvantaged students and their peers widen, potentially leading to ongoing economic and social disadvantage. This chapter reports on a teaching intervention...
Article
Full-text available
When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students’ learning. The paper reports on the creation a...
Conference Paper
Full-text available
QuickSmart is a long-running intervention and research project originating in Australia. It is a structured intervention program designed for middle-school students (10 to 13 years) with significant learning difficulties in basic literacy and numeracy. The program aims to increase fluency in the most basic skills that underpin proficient performanc...
Article
Full-text available
In this paper, the development of mathematical concepts over time is considered. Particular reference is given to the shifting of attention from step-by-step procedures that are performed in time, to symbolism that can be manipulated as mental entities on paper and in the mind. The development is analysed using different theoretical perspectives, i...
Chapter
Full-text available
Students enter school with well-developed ideas about scientific concepts formulated predominantly through their sensory experiences with their natural world. While these conceptions are coherent and make sense to the student, they may differ significantly from the scientific view. The role of the teacher is to interpret what the student understand...
Data
Full-text available
Students who experience ongoing failure in upper-primary and lower-secondary school face a myriad of difficulties in pursuing post-school options and contributing to society through employment and aware citizenship. Those who exhibit consistent weaknesses in basic skills, such as the recall of number facts, or who experience difficulty with reading...
Data
Learning Difficulties Australia Bulletin, 42 (1), 11-12.
Article
Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first‐year biology students’ explanations of the process of meiosis, using an explicit theoretical framework provided by the Structure of the Observed Learning Outcome (SOLO) model. The research was based on responses of 334 first‐ye...
Article
Full-text available
Developmental assessment processes support the idea of assessment for learning and are based on qualitative judgements of students' work. Introducing teachers to a developmental model on which to base these judgements aimed to change teachers' assessment practice. Mathematics teachers in six high schools in New South Wales were provided with profes...
Article
Full-text available
Steady declines in the number of students taking higher-level mathematics courses have been evident across most States and Territories over the last decade. Rather than its potential for positive feedback, mathematics learning is perceived to be 'hard', repetitive and demanding of time. No wonder many students question their engagement. This paper...
Article
Full-text available
This paper reports on part of a national numeracy intervention and research program. The program has the generic title QuickSmart because it aims to teach students how to become quick (and accurate) in response speed and smart in strategy use. This intervention seeks to improve automaticity in students' responses which is operationalised as student...
Article
Full-text available
This paper provides some insights into teacher professional growth as part of the ten-day Australian Government Summer School for Teachers of Mathematics Programme (the Program). These insights are revealed in three surveys completed during the Program. Preliminary analysis has provided information about participants' expectations related to classr...
Article
Full-text available
QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of t...
Article
Full-text available
The aim of this article is to promote discussion and professional development around the topic of learning difficulties in mathematics, particularly as these pertain to teaching and learning in the middle school years. The article has three sections. In the first section, a review of literature about learning difficulties (LD) in mathematics is pre...
Article
Full-text available
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students ‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary science and mathematics teachers in rural schools in New South Wales as they explore the cha...
Article
Full-text available
This paper presents results from a survey of secondary mathematics teachers in rural, regional and metropolitan schools across Australia. The purpose of the survey was to compare the major needs of teachers in relation to the attraction and retention of qualified staff, professional development, availability of material resources and support person...
Article
Full-text available
This paper explores inequities in student achievement for literacy that emerge when data are interrogated from a metropolitan, regional and rural perspective. In this analysis, data are drawn from the Programme for International Student Assessment (PISA) and the Australian National Benchmark results for Years 3, 5 and 7 students. The results in rel...
Conference Paper
Full-text available
This research report summarises the results of an exploratory teaching program in a primary and secondary school in rural New South Wales, Australia, focused on improving basic mathematics skills. Pupils, aged 11 to 13 years, identified as consistently low-achieving in Mathematics were targeted. The program ran for approximately twenty-five weeks w...
Conference Paper
Full-text available
In this paper we report on a research aimed to identify and characterize secondary school students' reasoning and proof abilities when working with 3-dimensional geometric solids. We analyze students' answers to two problems asking them to prove certain properties of prisms. As results of this analysis, we get, on the one side, a characterization o...
Article
Full-text available
This paper describes the early experiences of secondary mathematics teachers in four rural schools in NSW as they began to explore the changing nature of assessment and the implications it has for their practice. Two important findings emerged from their involvement and experiences. First, teachers reported that using a theoretical framework to gui...
Article
this paper. Background In order to explore aspects of the benchmarking process, and ways that such information might be most appropriately used to enhance teaching, permission was granted from the NSW Board of Studies to retain students HSC scripts for further analysis. With the support of the Board and its officers a sample of scripts (approximate...
Article
This paper provides examples of typical questions that elicit level responses and, more importantly, how a broader range of questions can be categorised using a more inclusive set of level descriptors.
Article
Full-text available
Over the past 10 years a range of learning theories have appeared in which certain fundamental cycles of learning have been used to describe development of algebraic ideas. In this paper we consider the SOLO Model (Biggs & Collis, 1991) and compare and contrast it with various theories of process-object encapsulation (e.g., Dubinsky, 1991; Gray & T...
Article
This paper addresses the theme of the continuing importance of the role of the teacher by exploring briefly three related issues, namely: a reason for teaching mathematics; a way to describe how knowledge is acquired; and a theoretical model of cognitive development. Evolving from these three perspectives is a way forward which the writer has found...
Article
Full-text available
The purposeof this study was to describe and compare two approaches to assessment that were used to identify the growth in students' understandings of planetary processes. These approaches can be integrated into school accountability systems. SOLO, an acronym for the S tructure of the Observed Learning Outcome, is a response model developed by Bigg...
Chapter
Full-text available
The authors describe a type of assessment derived from research on the SOLO Taxonomy that extends the van Hiele levels of reasoning.
Article
This paper describes responses from 28 first-year university physics students to one question of a written test which was followed up by an interview. The study has two main research aims. Firstly, it characterises the conceptual structures of students regarding the phenomenon in question. As well as being interesting in their own right, these stud...
Article
This paper reports on an investigation into students' understanding of the concept of plant growth. There are three aspects to the research. First, responses of Australian primary students to questions concerning plant growth are compared with those identified in British research (Russell & Watt, 1990). Second, the answers of secondary students, Ye...
Article
Three activities are presented to assess the level of students' geometric understanding according to van Hiele learning model. The activities--Descriptions, Minimum Properties, and Class Inclusion--are applied to the example of classifying quadrilaterals as squares, rectangles, rhombi, or parallelograms. Implications of this assessment are discusse...
Article
Discussed are the philosophy and procedures behind the introduction of algebra to students in grade 7 in Australia. Included are the importance of concrete experiences, language development, and the consequences involved in this procedure. (CW)
Article
Full-text available
A number of problems emerge when helping pre-service students with lesson planning, analysis of their lessons, and interpreting the lessons of others. Similar problems also arise when talking to practising teachers about mathematics lessons which involve them in new insights into teaching, new strategies and procedures. First, there are no univers...
Article
Full-text available
The purpose of the study, in general terms, was to compare the level descriptors of the van Hiele Theory and those of the SOLO Taxonomy. More specifically, the study was designed to clarify inconsistencies between the two theories as they relate to the understandings of primary and early secondary school pupils. The study involved pupils from class...
Article
Described is a method of teaching geometric constructions. The method relates five basic constructions to the properties of a rhombus. (RH)
Article
Describes the characteristics of the five levels of thinking in the hierarchical sequence postulated by the van Hiele theory, as well as several properties associated with each level of thinking. Also discusses some implications of the theory for the planning of geometry instruction in the classroom. (JN)
Article
Full-text available
Assessment for learning places greater emphasis on assessment being linked intrinsically to the teaching and learning process. In this context summative and formative assessment become critical in providing feedback to teachers and students about what is understood and where learning and subsequently teaching should be directed to enhance student u...
Article
Full-text available
Over recent years, various theories have arisen to explain and predict cognitive development in mathematics education. We focus on an underlying theme that recurs throughout such theories: a fundamental cycle of growth in the learning of specific concepts, which we frame within broader global theories of individual cognitive growth. Our purpose is...
Article
Full-text available
This paper reports on a project that identified and explored the factors leading to outstanding mathematics outcomes in junior secondary public education in NSW for students across the ability spectrum. Once a sample of mathematics faculties was identified by drawing upon the extensive quantitative and qualitative data-bases within the NSW Departme...
Article
Full-text available
In New South Wales the focus on assessment for learning requires teachers to consider carefully the alignment between assessment, curriculum, and pedagogy. This emerging agenda in teacher education seeks to ensure that assessment practices provide advice to teachers about what students know and where teaching might be directed to enhance learning....
Article
Full-text available
The notion of a variable appears and substitute numerical values for critical to the understanding of letters. However, responses are school algebra. Research studies characterised by relatively quick closures are generally in agreement that and there is little indication of the this concept requires higher-order recognition of constraints imposed...
Article
Full-text available
In this exploratory study the understandings demonstrated by primary students as a result of their involvement with the interactive CD package Astronomy Village ® : Investigating the Solar System™ were explored. Thirty-one students aged between 10 and 12 years, from two schools in rural New South Wales completed two tasks before and after the inter...
Article
Full-text available
This paper investigates indicators of formal thinking in geometry problems. A sample of 20 tertiary students were given a test item which restricted the information that was available to them for use in the proof The test item was administered before and after a course on the development ofnon-Euclidean geometry. Before the course, the students wer...

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