'Partnering theory and practice in mathematics teaching’, in J. Edwards and R. Hyde, (Eds.) Mentoring Mathematics Teachers: supporting and inspiring pre-service and newly qualified teachers

Campton, Ian and Stevenson, Mary (2014) 'Partnering theory and practice in mathematics teaching’, in J. Edwards and R. Hyde, (Eds.) Mentoring Mathematics Teachers: supporting and inspiring pre-service and newly qualified teachers. In: Mentoring Mathematics Teachers: supporting and inspiring pre-service and newly qualified teachers. Routledge, Abingdon, pp. 7-24. ISBN 97804415819909

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Abstract

The relationship between the quality of mathematics teaching and the subject-related knowledge of the teacher is widely acknowledged as an important one. Also, the process of teaching stimulates growth and reconstruction of knowledge, so this relatonship is two-way. In this chapter we explore ways that the content knowledge of pre-service teachers can be developed in practice, and the role practice-based mentors have in facilitating these processes. The importance for practice-based mentors and pre-service mathematics teachers of nurturing a strong focus upon the subject will be explored. In placement contexts characterised by multiple competing agendas, we believe this is essential in the ongoing improvement of mathematics teaching at all levels.

Item Type:	Book Section
Keywords:	Subject knowledge for mathematics teaching
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Mary Stevenson
Date Deposited:	07 Apr 2016 08:19
Last Modified:	11 Nov 2024 10:26
URI:	https://hira.hope.ac.uk/id/eprint/1152

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