Back to CRME Home PageCollaborative Group for Research in Mathematics Education
Project leader: Julie-Ann Edwards, email: j.s.edwards@soton.ac.uk
Project team: Rachel Jones, Liz Perry, Claire Austen, Jon Eacott, Neil Gulliver, Pete Ingleby, Paul Robinson
This project is part-supported by NCETM Research Award: G070723
There is an abundance of anecdotal evidence that undertaking postgraduate research and study significantly changes how teachers view aspects of teaching and learning in their classrooms. However, there is little systematic research in the UK about the impact that this sustained professional development has on wider professional development. In a systematic review of CPD in relation to teacher impact (Cordingley 2003), only two UK research papers on sustained collaboration between teachers were identified and neither of these related to mathematics teaching and learning.
This research project aims to provide an evidence base which addresses the lack of research about teachers’ professional and personal development while undertaking postgraduate research study. The project focuses on a group of teachers, most of whom are mathematics ITE mentors, during their study for an MSc in mathematics education part-time over two years. It aims to examine systematically:
a) the personal and professional impact of research and study on these mentors throughout their Masters course;
b) the impact this learning and research has on the curriculum and pedagogical development in their respective classrooms and mathematics departments; and
c) the impact these developments might have on cross-school liaison, given the close proximity of some of the participating schools to each other.
Publications (in date order)
To come
Conference Presentations
Edwards, J. (2007), Presentation at the NCETM Research Conference, Birmingham, November 2007.
Other relevant publications
to come
Related CRME Projects
School
Development Partnerships in Initial Teacher Education in Mathematics
This project is part-supported by an award from the UK Teacher Development
Agency.
The Impact
of Paired Placements on Mathematics Trainee Teacher Development
This project is part-supported by an award from the UK Teacher Development
Agency.
Enhancing Trainees’ and Partnership
Schools’ Shared Experiences of ITE
This project is part-supported by an award from the UK Teacher Development
Agency.
Primary Trainee
Teachers' Spatial Subject Knowledge and their Classroom
Performance
This project was
part-supported by an award from the UK Teacher Training Agency.
Teachers' Understanding
of the Teaching and Learning of Algebra
This project was supported by a full-time research student funded
by the Government of Oman.
Manipulatives in Teacher
Education in Geometry
This project was supported by a grant from the Brazilian
Ministry of Education Conselho Nacional de Desenvolvimento
Científico e Tecnológico (CNPq), grant number 201535/93.
Indicative bibliography
Cordingley, P., Bell, M., Rundell, B. & Evans, D. (2003). The impact of collaborative CPD on classroom teaching and learning. In: Research evidence in education library. version 1.1. London: EPPI-Centre, Social Science Research Unit, Institute of Education.
Page updated 19 November 2007
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