Crisan, C;
Rodd, M;
(2011)
Teachers of Mathematics to mathematics teachers: a report on a TDA Mathematics Development Programme for Teachers.
In:
BSRLM Proceedings: Vol 31 No 3.
(pp. pp. 29-34).
British Society for Research into Learning Mathematics: Oxford, UK.
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Abstract
To address the shortage of mathematics teachers in England, serving teachers, qualified in subjects other than mathematics yet teaching secondary mathematics, were eligible to participate in a Mathematics Development Programme for Teachers (MDPT) commissioned and funded by the Teacher Development Agency (TDA). A research projectwas set up to investigate how teachers in our 2010-11 cohort developed into mathematics teachers within this Programme. This report indicates how (1) learning new mathematics, (2) developing a view on the nature of mathematics and (3) teaching mathematics in different ways, contribute to a mathematics teacher identity, yet there was a discrepancy between the teachers’ espoused confidence in being a mathematics teacher and their technical mathematical competence.
| Type: | Proceedings paper |
|---|---|
| Title: | Teachers of Mathematics to mathematics teachers: a report on a TDA Mathematics Development Programme for Teachers |
| Event: | BSRLM Proceedings held at Oxford University on 19 Nov 2011 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.bsrlm.org.uk/publications/proceedings-o... |
| 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: | mathematics teachers, community of practice, evolving identity |
| 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/1477146 |
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