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CATEGORIES:Faculty of Education Seminars
SUMMARY:Can focused reflection on mathematics teaching dev
elop teachers' mathematical content knowledge? - F
ay Turner (University of Cambridge\, Faculty of Ed
ucation)
DTSTART;TZID=Europe/London:20091123T170000
DTEND;TZID=Europe/London:20091123T183000
UID:TALK20139AThttp://talks.cam.ac.uk
URL:http://talks.cam.ac.uk/talk/index/20139
DESCRIPTION:The mathematical content knowledge of teachers has
been identified as an important factor in effecti
ve mathematics teaching and learning in primary sc
hools (Williams\, 2008). In this presentation\, I
attempt to answer the question in the title using
findings from my four-year study of three primary
school teachers. Ideas addressed will include: t
he nature of mathematical content knowledge needed
for teaching\; the Knowledge Quartet framework (K
Q) as a tool to support reflection on the mathemat
ical content of teaching\; aspects of mathematical
content knowledge that appear most likely to be d
eveloped through reflection using the KQ\; and the
relationship between developments in teachers' co
ntent knowledge and effective mathematics teaching
.
LOCATION:Room 205\, Mary Allan Building\, Homerton College\
, Hills Road\, Cambridge CB2 8PQ
CONTACT:
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