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ERIC Number: EJ818692
Record Type: Journal
Publication Date: 2008-Jun
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0258-2236
Trainee Teachers: Changes in Approach to Developing a "Connected" Understanding of Mathematics
Ineson, Gwen
Perspectives in Education, v26 n2 p41-52 Jun 2008
The mathematics curriculum in the United Kingdom (UK) has undergone radical changes, placing a particular focus on mental computation. Pupils are not taught written methods of computation until they are able to add and subtract any pair of two digit numbers mentally. Teacher education programmes in the UK have required adaptation to reflect these changes by developing beginning teachers' understanding of "connectedness" of mathematical thinking. Drawing on data from one institution in West London, this article explores the development of connected thinking. Results suggest that, without specific intervention geared to the development of such thinking, trainee teachers' mental mathematics understanding is likely to be at variance with connected mathematics thinking.
Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (London)