The importance of subject knowledge for mathematics teaching: An analysis of feedback from Subject Knowledge Enhancement Courses
The importance of subject knowledge for mathematics teaching: An analysis of feedback from Subject Knowledge Enhancement Courses
Over the last ten years, Subject Knowledge Enhancement (SKE)programmes have become an established part of the Initial Teacher Education (ITE) landscape in England, providing the opportunity for those who do not have sufficient degree level mathematics for direct entry to Post Graduate ITE programmes the opportunity to develop their mathematics knowledge prior to undertaking teacher preparation. More recently, SKE programmes have become more diverse in terms of mode of delivery with a growth in popularity of on-line provision. This session will present an analysis of feedback and evaluations from students on face-to-face mathematics SKE programmes at several institutions through consideration of Ball, Thames & Phelps’ (2008) domains of mathematical knowledge for teaching. Evaluations are also considered in terms of the outcomes and benefits, in terms of both subject knowledge and other outcomes, fo these programmes.
Edwards, Ruth
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Hyde, Rosalyn
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O'Connor, Mary
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Oldham, Jacqueline
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7 November 2015
Edwards, Ruth
191ac909-ca4a-4398-a98e-e8418ccd34b0
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
O'Connor, Mary
43d4219e-2472-41d4-bc0c-e3670d98d7b9
Oldham, Jacqueline
64284e3d-ba5d-4591-bc68-8320a43bdf65
Edwards, Ruth, Hyde, Rosalyn, O'Connor, Mary and Oldham, Jacqueline
(2015)
The importance of subject knowledge for mathematics teaching: An analysis of feedback from Subject Knowledge Enhancement Courses.
British Society for Research into Learning Mathematics Day Conference, Reading, United Kingdom.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Over the last ten years, Subject Knowledge Enhancement (SKE)programmes have become an established part of the Initial Teacher Education (ITE) landscape in England, providing the opportunity for those who do not have sufficient degree level mathematics for direct entry to Post Graduate ITE programmes the opportunity to develop their mathematics knowledge prior to undertaking teacher preparation. More recently, SKE programmes have become more diverse in terms of mode of delivery with a growth in popularity of on-line provision. This session will present an analysis of feedback and evaluations from students on face-to-face mathematics SKE programmes at several institutions through consideration of Ball, Thames & Phelps’ (2008) domains of mathematical knowledge for teaching. Evaluations are also considered in terms of the outcomes and benefits, in terms of both subject knowledge and other outcomes, fo these programmes.
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BSRLM-IP-35-3-07.pdf
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Published date: 7 November 2015
Venue - Dates:
British Society for Research into Learning Mathematics Day Conference, Reading, United Kingdom, 2015-11-07
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 387221
URI: http://eprints.soton.ac.uk/id/eprint/387221
PURE UUID: 306cd99e-26cb-458a-a2d5-b3794582dd39
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Date deposited: 18 Feb 2016 13:37
Last modified: 15 Mar 2024 03:11
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Contributors
Author:
Ruth Edwards
Author:
Mary O'Connor
Author:
Jacqueline Oldham
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