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Research mathematicians and mathematics educators: collaborating for professional development
Citation
Oates, G and Evans, T, Research mathematicians and mathematics educators: collaborating for professional development, Proceedings of the 13th International Congress on Mathematical Education, 24-31 July 2016, Hamburg, Germany, pp. 1-8. (2016) [Keynote Presentation]
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Abstract
Lecturing staff in the Department of Mathematics at the University of Auckland have been involved
in a longitudinal project to develop a model for professional development, theoretically grounded
in Schoenfeld’s resources, orientations, and goals (ROG) model of teacher action. A group of 6-8
lecturers have been meeting regularly since 2010 to discuss and analyse video excerpts of their
lecturing, along with written pre- and post-lecture statements of their "ROGs". Along with the
expected evidence of improved teaching performance, we also identified key aspects of our practice
and tertiary mathematics that received repeated attention. giving further theoretical insight into
lecturer behaviour in mathematics. The successful trial has since expanded into further groups that
now constitute a professional development culture within our department. This paper considers the
elements of the project that are considered essential to its ongoing success, and highlights the
project’s implications for ongoing professional development in undergraduate mathematics.
Item Details
Item Type: | Keynote Presentation |
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Keywords: | Professional Development, Undergraduate Mathematics |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Mathematics and numeracy curriculum and pedagogy |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Teacher and instructor development |
UTAS Author: | Oates, G (Associate Professor Greg Oates) |
ID Code: | 113727 |
Year Published: | 2016 |
Deposited By: | Education |
Deposited On: | 2017-01-17 |
Last Modified: | 2017-03-28 |
Downloads: | 0 |
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