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Deepening the mathematical knowledge of secondary mathematics teachers who lack tertiary mathematics qualifications

Vale, Colleen and McAndrew, Alasdair 2008, Deepening the mathematical knowledge of secondary mathematics teachers who lack tertiary mathematics qualifications, in Navigating currents and charting directions : proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, Mathematics Education Research Group of Australasia, Brisbane, Qld., pp. 539-545.

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Title Deepening the mathematical knowledge of secondary mathematics teachers who lack tertiary mathematics qualifications
Author(s) Vale, ColleenORCID iD for Vale, Colleen orcid.org/0000-0002-9070-7071
McAndrew, Alasdair
Conference name Mathematics Education Research Group of Australasia. Conference (31st : 2008 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 28 Jun.-1 Jul. 2008
Title of proceedings Navigating currents and charting directions : proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia
Editor(s) Goos, Merrilyn
Brown, Ray
Makar, Katie
Publication date 2008
Conference series Mathematics Education Research Group of Australasia. Conference
Start page 539
End page 545
Total pages 7
Publisher Mathematics Education Research Group of Australasia
Place of publication Brisbane, Qld.
Keyword(s) knowledge base for teaching
mathematics teachers
professional development
secondary school mathematics
secondary school teachers
upper secondary years
secondary education
Victoria (place)
Summary A professional learning program for unqualified practising secondary mathematics teachers regarding senior secondary mathematics teaching is described in this paper. The VCE (Victorian Certificate of Education) mathematics professional learning program for senior secondary mathematics was designed for practising secondary teachers of mathematics who had no experience of teaching advanced senior secondary mathematics and who had not completed the recommended qualifications. Professional learning episodes, artefacts and reflections of three teachers who participated in the program are analysed to identify the development of these teachers' mathematical and pedagogical content knowledge (PCK). The PCK framework developed by Chick et al. was used to analyse teachers' knowledge, and the cases of teachers' knowledge presented in the paper illustrate the entwining of knowledge of mathematics and knowledge of teaching and learning The findings indicate that a program designed for senior secondary mathematics can enable practising teachers to deepen and broaden their understanding of junior secondary mathematical pedagogy.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2008, MERGA Inc
Persistent URL http://hdl.handle.net/10536/DRO/DU:30044050

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.