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ERIC Number: EJ1234316
Record Type: Journal
Publication Date: 2019-Dec
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: N/A
Mathematics Teacher Professional Journals: What Topics Appear and How Has This Changed over Time?
Foster, Colin; Inglis, Matthew
International Journal of Science and Mathematics Education, v17 n8 p1627-1648 Dec 2019
Mathematics teacher continuing professional development (CPD) is widely recognised to encompass more than attending courses and engaging in formal activities with colleagues in school. Teachers' professional reading is an under-researched aspect of CPD, which takes place out of view, but which has the potential to shape teachers' beliefs and practices. Mathematics teacher professional journals are relatively widely read by teachers and are a source of articles on a range of issues concerning the teaching and learning of mathematics. Such articles will to some extent reflect the interests of mathematics teachers and play a role in informing their teaching, thus indirectly affecting students' experiences in the classroom. But what topics do the articles in these journals focus on, and how has this changed over time? In this study, we examined the entire archive of the two leading UK mathematics teacher professional journals ("Mathematics Teaching and Mathematics in School," published since 1957 and 1971, respectively; in total, almost 15 million words). We found an increasing prevalence over time of articles about classroom activities and people-centred discussions and a decreasing prevalence of articles focusing on textbooks. We discuss these and other trends, offer tentative accounts for them and consider ways in which the beliefs and practices of mathematics teachers may be reflected in, and have been informed by, these publications over time.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A