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Beginning teachers' mathematical knowledge: What is needed?


Callingham, R and Beswick, K and Chick, H and Clark, J and Goos, M and Kissane, B and Serow, P and Thornton, S and Tobias, S, Beginning teachers' mathematical knowledge: What is needed?, Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference, 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 900-907. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper]

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Copyright 2011 AAMT & MERGA

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Over the past decade there has been growing interest in describing and measuring the kinds of mathematical knowledge needed by teachers. Such efforts are in parallel with the development of national standards for teachers, indicating levels of expectation across the years of teachers’ careers. This presentation provides an opportunity for teacher educators and teachers to consider the nature of mathematical knowledge needed by beginning teachers at all levels of schooling. Discussion will be informed by data from an ALTC funded national project that aims to improve the quality of pre-service teachers’ outcomes in mathematics and by the AAMT Standards framework.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Beswick, K (Professor Kim Beswick)
ID Code:71742
Year Published:2011
Deposited By:Education
Deposited On:2011-08-04
Last Modified:2017-12-14
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