Golding, J;
Smith, Cathy;
(2016)
Beginner mathematics teachers assessing advanced problem solving: what do they bring, what do they need, and how can the gap be bridged?
In:
Proceedings of the Day Conference held at Loughborough University, Saturday 11th June 2016.
BSRLM
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Abstract
Secondary mathematics teachers in England are expected to develop teaching and assessment of problem solving in ways which have not been common in schools or initial teacher education in recent years. This study asked what beginner teachers bring to this process, including knowledge, skills and beliefs, and what should be further developed, in the specific context of problem solving for advanced school mathematics. It suggests that the intentions of the change are well-aligned with the professional beliefs of many both beginner and experienced teachers, and that carefully structured workshops can enable beginner teachers to re-envision practice, as well as to acquire specific assessment-related skills. However, acquiring deep expertise in the area is demanding, an
| Type: | Proceedings paper |
|---|---|
| Title: | Beginner mathematics teachers assessing advanced problem solving: what do they bring, what do they need, and how can the gap be bridged? |
| Event: | BSRLM Conference June 2016 |
| Location: | Loughborough, UK |
| Dates: | 11th June 2016 |
| 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: | Copyright © The Authors 2016. |
| Keywords: | Beginner teachers; problem solving; advanced mathematics; assessment values |
| 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/1522110 |
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