Where is the mathematics in the continuing professional development of mathematics teachers?
In, Annual conference of the Association of Mathematics Education Teachers 1994 (AMET1994), Cheltenham, UK,
05 - 08 Sep 1994.
“Subject knowledge” is increasingly being seen as a critical component of effective teaching yet very often (and particularly for secondary teachers) this subject knowledge is taken for granted. The study of mathematics is a required component of the initial education of teachers who will specialise in teaching mathematics, either as a prerequisite in the case of the one-year PGCE or as an integral part of the B.Ed. degree. What becomes of the study of mathematics for these teachers after that initial education? What opportunities exist for specialist teachers of mathematics, either primary or secondary, to undertake further study in mathematics? What is the experience of those involved in designing and teaching the mathematics components of course such as the 20-day DFE designated INSET courses and/or of Master's courses? This conference session provides the opportunity to address such questions.
Conference or Workshop Item
||teaching, learning, curriculum, pedagogy, mathematics, mathematical, numeracy, teacher knowledge, content knowledge, pedagogical content knowledge, qualified teacher status, continuing professional development
||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > L Education (General)
||University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
|Accepted Date and Publication Date:
||23 Aug 2006
||31 Mar 2016 12:12
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