Where is the mathematics in the continuing professional development of mathematics teachers?
Where is the mathematics in the continuing professional development of mathematics teachers?
“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.
teaching, learning, curriculum, pedagogy, mathematics, mathematical, numeracy, teacher knowledge, content knowledge, pedagogical content knowledge, qualified teacher status, continuing professional development
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1994
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(1994)
Where is the mathematics in the continuing professional development of mathematics teachers?
Annual conference of the Association of Mathematics Education Teachers 1994 (AMET1994), Cheltenham, United Kingdom.
05 - 08 Sep 1994.
1 pp
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
“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.
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Published date: 1994
Venue - Dates:
Annual conference of the Association of Mathematics Education Teachers 1994 (AMET1994), Cheltenham, United Kingdom, 1994-09-05 - 1994-09-08
Keywords:
teaching, learning, curriculum, pedagogy, mathematics, mathematical, numeracy, teacher knowledge, content knowledge, pedagogical content knowledge, qualified teacher status, continuing professional development
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41318
URI: http://eprints.soton.ac.uk/id/eprint/41318
PURE UUID: de99af83-269f-4cc8-843d-063ccbb2e44a
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Date deposited: 23 Aug 2006
Last modified: 15 Mar 2024 08:27
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