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ERIC Number: EJ1137821
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0045-0685
Teacher Knowledge: An Issue for Realising the Mathematical Potential of Girls
Dawe, Lloyd
Australian Mathematics Teacher, v73 n1 p26-33 2017
This paper addresses the continuing need for mathematics teachers to enrich their mathematical knowledge beyond the school curriculum, in order to effectively engage students in creative and imaginative thinking, particularly, but not exclusively, students who show exceptional promise. The author, a retired university professor, works staff and students in a girls' private school in Sydney for this purpose. The paper provides examples of imaginative problem solving gathered over a 5-year period, which has led to significant mathematical insight for both staff and students. It promotes the realization of mathematical potential of students concurrently with the professional development of teachers. It is argued that this best happens in mathematics classrooms with experienced mathematics educators working alongside teachers.
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia