Stevenson, Mary (2016) Developing mathematical identity and 'Understanding Mathematics in Depth': Conceptions of secondary mathematics teachers on an in-service subject kowledge enhancement course in England. In: Unspecified. (Unpublished)
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Abstract
Conceptions of 'understanding mathematics in depth', and its importance for mathematics teachers, are issues of current debate with implications for teachers' in-service training courses. This paper focuses on a group of nine mathematics teachers who had completed a government funded in-service programme which aimed to strengthen teachers' understanding of fundamental mathematics. They were non-specialists, teaching mathematics 'out-of-field'. Qualitative data was drawn from semi-structured interviews with the teachers, and an in-depth case study of one of the sample. Analysis of data showed that for these teachers, growth in knowledge was located mostly within subject matter knowledge (SMK). 'Understanding mathematics in depth (UMID) was articulated as 'knowing why' and 'being able to communicate'. When analysing themes highlighted by the teachers, two new key themes emerged relating to shifts in identity and reconstruction of subject knowledge. The findings offer improtant messages for teacher education policy and practice, with respect to the value of substantial in-service training programmes.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Additional Information and Comments: | This was presented at the 13th International Congress on Mathematical Education, Hamburg, July 2016. |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Mary Stevenson |
| Date Deposited: | 23 Jan 2017 09:11 |
| Last Modified: | 11 Nov 2024 10:35 |
| URI: | https://hira.hope.ac.uk/id/eprint/1834 |
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