20 SES 03, Mathematics Teacher Practices
Parallel Paper Session<br /> Joint Session with NW 24
This paper describes the journey of a group of student teachers on a nationally funded project to support them in developing their skills in teaching mathematics. This group had self identified as having a ‘lack of confidence’ in their own mathematical subject knowledge and hoped that the project would boost their confidence as well as their practice. A series of experiential seminars supported them in developing both their subject knowledge and their pedagogical range. Drawing initially on Shulman’s work the paper investigates the way in which the student teachers’ views of themselves as mathematicians and mathematics teachers impacted on their developing identities as teachers, and in turn how this informed their future professional development.
Brown, T., Jones, L. Bibby, B. (2004) Identifying with Mathematics in Initial Teacher Training in (Walshaw, M. Ed.) Mathematics Education within the Postmodern. P161-181.Greenwich, USA: Information Age Publishing Goulding, M., Rowland, T., Barber, B (2002) Does it matter? Primary Teacher Students’ Subject Knowledge in Mathematics in British Educational Research Journal. Volume 28 No. 5 October 2002. p689-705. Abingdon: Carfax Publishing Murphy, C. (2006) Why do we have to do this? Primary trainee teachers’ views of a subject knowledge audit in mathematics in British Educational Research Journal. Volume 28 No. 5 October 2002. p227-251. Abingdon: Carfax Publishing Shulman, L (1986) Those Who Understand: Knowledge growth in teaching Educational Researcher, 15, (2) 4-14 Training and Development Agency for Schools (2007) Professional Standards for Teachers London: Training and Development Agency for Schools
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