| Author(s) |
Callingham, Rosemary A
Beswick, Kim
Chick, Helen
Clark, Julie
Goos, Merrilyn
Kissane, Barry
Serow, Penelope A
Thornton, Stephen
Tobias, Stephen
|
| Publication Date |
2011
|
| 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.
|
| Citation |
Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference, p. 828-835
|
| ISBN |
9781875900695
|
| Link | |
| Language |
en
|
| Publisher |
Mathematics Education Research Group of Australasia (MERGA)
|
| Title |
Beginning Teachers' Mathematical Knowledge: What is Needed?
|
| Type of document |
Conference Publication
|
| Entity Type |
Publication
|
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