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Generic versus subject specific pedagogy - should mathematics be in the centre?

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conference contribution
posted on 2006-01-01, 00:00 authored by Susie GrovesSusie Groves
Research into pedagogy and school change is a high priority in Australia and many other countries. This paper, which includes some preliminary findings from the Improving Middle Years Mathematics and Science: The role of subject cultures in school and teacher change (IMYMS) project, argues that, while there are key features that are common to quality learning environments across all subject areas, generic formulations of pedagogy fail to take account of the extent to which the disciplines being taught shape pedagogy or the contribution of Pedagogical Content Knowledge (PCK) to effective teaching - i.e. that there really is a need to put "mathematics in the centre ".

History

Pagination

77 - 83

Location

Prague, Czech Republic

Open access

  • Yes

Start date

2006-07-16

End date

2006-07-21

Language

eng

Publication classification

E1 Full written paper - refereed

Editor/Contributor(s)

J Novotna

Title of proceedings

Mathematics in the centre : proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education Charles University, Faculty of Education, Prague, Czech Republic 16-21 July 2006

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