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Mentor-Mentees conversations: Making explicit the teaching and learning of Mathematics

Crisan, C; (2021) Mentor-Mentees conversations: Making explicit the teaching and learning of Mathematics. In: Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics: London, UK. Green open access

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Abstract

This paper describes the design of a short professional development course for prospective mentors of mathematics teachers. A vignette activity sequence approach that promoted the use of topic specific mathematics education research was employed, as a means of supporting the course participants to critically reflect on, and make explicit their own teaching practices. We present and discuss the various components of the course, and account for how such a design served the purpose of encouraging the participants to be introspective of their ability to provide explanations and examples that place the teaching of specific mathematics topics at the heart of mentor-mentees conversations.

Type: Proceedings paper
Title: Mentor-Mentees conversations: Making explicit the teaching and learning of Mathematics
Event: BSRLM Conference 2020
Location: online
Dates: 14 November 2020 - 14 November 2020
Open access status: An open access version is available from UCL Discovery
Publisher version: https://bsrlm.org.uk/publications/proceedings-of-d...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: mentors; research informed mentoring; subject specific mentoring; mathematics mentors; online course design
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/10122123
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