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Beginning teachers' mathematical knowledge: What is needed?
Citation
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 Statement
Copyright 2011 AAMT & MERGA
Official URL: http://www.aamt.edu.au/
Abstract
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 |
| Downloads: | 1 View Download Statistics |
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