Abstract
As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical knowledge and beliefs of three year 5/6 teachers as they implemented a four-week, innovative curriculum unit. Early analysis of the case of Year 5 teacher Mark pointed to reflection on the pivotal influence of teachers’ stated and inferred beliefs about mathematics and mathematics teaching on classroom practice, and the vagaries of didactic contracts in a change environment.
| Original language | English |
|---|---|
| Title of host publication | Opening up mathematics education research |
| Subtitle of host publication | proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia |
| Editors | B. White, M. Chinnappan, S. Trenholm |
| Place of Publication | Adelaide |
| Publisher | MERGA |
| Pages | 391-398 |
| Number of pages | 8 |
| Publication status | Published - Jul 2016 |
| Externally published | Yes |
| Event | Annual Conference of the Mathematics Education Research Group of Australasia (39th : 2016): MERGA 39 - Adelaide, Australia Duration: 3 Jul 2016 → 7 Jul 2016 |
Conference
| Conference | Annual Conference of the Mathematics Education Research Group of Australasia (39th : 2016) |
|---|---|
| Country/Territory | Australia |
| City | Adelaide |
| Period | 3/07/16 → 7/07/16 |