Golding, J;
(2019)
Teacher capacity for developing problem solving.
Presented at: CERME 11, Utrecht, Netherlands.
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Abstract
Problem-solving currently has a renewed, and well-supported, focus in English mathematics curricula at all levels, yet teaching for that is complex and unfamiliar to many teachers. I report on a set of longitudinal classroom-based studies evidencing the development of related teaching over the early years of new curriculum enactment. We found that classroom enactment of problem-solving varied considerably, and continues to do so. Alignment of both ‘educative’ curriculum materials and assessments appears to be necessary for widespread enactment consistent with curriculum intentions, but teacher capacity, including their subject-specific knowledge and pedagogical knowledge, and their affect, was a constraint on the development of such opportunities in all classroom phases. I discuss the implications across the curriculum system.
| Type: | Conference item (Presentation) |
|---|---|
| Title: | Teacher capacity for developing problem solving |
| Event: | CERME 11 |
| Location: | Utrecht, Netherlands |
| Dates: | 05 - 09 February 2019 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://erme.site/cerme-conferences/ |
| Language: | English |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10097147 |
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