Crisan, C;
(2020)
Mentor-Mentees conversations: Making explicit the teaching and learning of Mathematics.
In:
BSRLM Proceedings.
(pp. pp. 1-6).
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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: | British Research Into Learning Mathematics |
| Location: | online |
| Dates: | 14 November 2020 |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices 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/10125707 |
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