Back to CRME Home PageCollaborative Group for Research in Mathematics Education
Project leader: Julie-Ann Edwards, email: j.s.edwards@soton.ac.uk
The project is part-supported by an award from the UK Teacher Development Agency.
Paired placements have been offered for mathematics and science trainees by schools in the University of Southampton School of Education ITE partnership for a number of years. Despite the success of these existing paired placements for the trainees, the curriculum mentors, the curriculum department, and the schools involved, there has not been an expansion in the initial number of schools offering paired placements over three years. Those curriculum departments originally offering paired placements are keen to continue to do so for a variety of reasons. This project focuses on determining what these features are that make the paired placements successful.
The aim of the project is to evaluate systematically the impact of the paired placements on the trainees, the curriculum mentors, the curriculum department involved, and the school as a whole. This evaluation is intended to provide evidence of outcomes for schools directly involved in the University of Southampton partnership (rather than continuing to use research evidence from centres distant to the University of Southampton). Findings from the evaluation are initially to be disseminated to mathematics and science curriculum mentors within the University of Southampton partnership.
Publications (in date order)
to come
Conference Presentations
to come
Other relevant publications
to come
Related CRME Projects
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The
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Indicative bibliography
Armourand, K and Yelling, M (2004) Professional development and professional learning: bridging the gap for experienced physical education teachers. European Physical Education Review, 10(1), 71-93.
Askew, M., Brown, M., Rhodes, V., Wiliam, D. & Johnson, D. (1997) Effective Teachers of Numeracy: Final Report. London: King’s College.
Ball, D. L. (1990a) The mathematical understandings that prospective teachers bring to teacher education, Elementary School Journal, 90(4), 449-466.
Ball, D. L. (1990b) Prospective elementary and secondary teachers’ understanding of division, Journal for Research in Mathematics Education, 21(2), 132-144.
Ball, D. L. (1991) Research on teaching mathematics: making subject matter part of the equation. In J. Brophy (Ed.), Advances in Research on Teaching: teachers’ subject-matter knowledge and classroom instruction. Greenwich, CT: JAI.
Bischoff, P. J., Hatch, D. D., & Watford, L. J. (1999) The state of readiness of initial level pre-service middle grades science and mathematics teachers and its implications on teacher education programs, School Science and Mathematics, 99(7), 394-399.
Brown, S., Cooney, T., & Jones, D. (1990) Mathematics teacher education. In W. R. Houston(Ed.), Handbook of research on teacher education (pp. 639-656). New York: Macmillan.
Brown, T., McNamara, O., Jones, L. & Hanley, U. (1999) Primary student teachers’ understanding of mathematics and its teaching, British Education Research Journal, 25, 299–322.
Frykholm, J.A. (1996) Pre-service teachers in mathematics: struggling with the Standards. Teaching and Teacher Education, 12(6), 665-681.
Jones, K. (1997) Student teachers’ conceptions of mathematical proof, Mathematics Education Review, 9, 21-32.
Kahan, A. J., Cooper, A. D. and Bethea, A. K. (2003) The role of mathematics teachers’ content knowledge in their teaching: a framework for research applied to a study of student teachers, Journal of Mathematics Teacher Education, 6, 223–252.
Loucks-Horsley, S., Hewson, P.W., Love, N., and Stiles, K. E. (2003) Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin. 2nd Edition.
Simon, M. (1994) Learning mathematics and learning to teach: learning cycles in mathematics teacher education, Educational Studies in Mathematics, 26(1), 71-94.
Sinkinson, A. (1996) The changing beliefs of trainee mathematics teachers, Mathematics Education Review, 8, 1-7.
Steinbring, H. (1998) Elements of epistemological knowledge for mathematics teachers, Journal of Mathematics Teacher Education, 1(2), 157–189.
Wu, H (1999) Basic skills versus conceptual understanding: a bogus dichotomy in mathematics education, American Educator, 23(3), 14-19, 50-52.
Page updated 19 November 2007
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