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.
An early outcome of the ‘The Impact of Paired Placements on Mathematics Trainee Teacher Development’ project was an increase of offers of paired placements from mathematics departments from three during 2006/7 to nine for the year 2007/8. One of the factors in this success was the use of local research evidence to support claims being made about the successes and issues related to paired placements. This significantly strengthened how curriculum mentors viewed this practice and they were more willingly to accept, firsthand from colleagues, the constructive and positive aspects of a multiple placement.
This was achieved through interviewing mentors and trainees involved in paired placements about their experiences to provide local data, rather than relying on research evidence gathered further afield. These data were then analysed against Maslow’s hierarchy of needs and findings from these interviews were presented to curriculum mentors and professional mentors at their training meetings. Curriculum mentors had the opportunity of describing situations which enabled interpretation of how Maslow’s levels related to trainees in real terms.
This second project is looking to build on the basis of using the research evidence to support and develop paired/multiple placements. Outcomes from other research on paired placements indicates that greater success in the placement can be achieved if trainees are actively prepared for this arrangement. The plan for project includes meeting with participating mentors across the academic year to jointly plan with ITE tutors for placement pairings, evaluate these outcomes, utilise findings in planning for subsequent placements, and finally to evaluate the outcomes of this planning for the paired placements.
Publications (in date order)
to come
Conference Presentations
to come
Other relevant publications
to come
Related CRME Projects
The Impact
of Paired Placements on Mathematics Trainee Teacher Development
This project is part-supported by an award from the UK Teacher Development
Agency.
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 Sustained Masters-level CPD on Teachers' Professional Development
This project is part-supported by an award from the UK National Centre for
Excellence in the Teaching of Mathematics (NCETM), award: G070723
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
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
Back to CRME research projects