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Beginning teachers’ mathematical knowledge: What is needed?

Callingham, R., Beswick, K., Chick, H., Clark, J., Goos, M., Kissane, B., Serow, P., Thornton, S. and Tobias, S. (2011) Beginning teachers’ mathematical knowledge: What is needed? In: AAMT - MERGA Conference 2011, 3 - 7 July 2011, Alice Springs, N.T. pp. 828-835.

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    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.

    Publication Type: Conference Paper
    Murdoch Affiliation: School of Education
    Copyright: 2011 AAMT & MERGA 2011
    Conference Website: http://www.merga.net.au/
    Notes: Appears In: Mathematics: Traditions and (new) practices: Proceedings of the 34th Annual conference of Australian Association of Mathematics Teachers (AAMT) and the Mathematics Education Research Group of Australasia (MERGA) 2011
    URI: http://researchrepository.murdoch.edu.au/id/eprint/6203
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