id: 06643706
dt: a
an: 2016f.00656
au: Ormesher, Caroline
ti: Investigations into interpreting and constructing lesson observations of
PGCE primary mathematics specialistsâ€™ lessons.
so: Adams, G. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day
conference, University of Reading, UK, November 7, 2015. London:
British Society for Research into Learning Mathematics (BSRLM). 84-89
(2016).
py: 2016
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: D49 C70
ut: educational research; primary education; teacher education; primary
mathematics specialists; school-based training mentors; classroom
observations; role of mathematical content; practitioner researchers;
workshops; change of practice
ci:
li: http://www.bsrlm.org.uk/IPs/ip35-3/BSRLM-IP-35-3-15.pdf
ab: Summary: I am researching the discussions that primary mathematics
specialist trainees have, about the teaching and learning of
mathematics, with their school-based training mentors in their PGCE
year. I see developing greater awareness of these conversations as
important with the move towards PGCE courses that are predominantly
school based. In studying lesson observation documents my findings
indicate that greater attention is given to the general running of the
lesson than the mathematical content. Given that lesson observations
and subsequent feedback sessions provide an opportunity for mentors and
trainees to discuss the teaching and learning of mathematics, the
written documents suggest that talk about mathematical content may be
limited. This paper may be helpful for others interested in changing
their documentation of mathematics lessons in support of the
development of primary mathematics specialists.
rv: