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ERIC Number: EJ852385
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1442-3901
Professional Development: Mathematical Content versus Pedagogy
White, Paul; Branca, Nicholas; Mitchelmore, Michael; Maxon, Michael
Mathematics Teacher Education and Development, v6 p41-52 2004
Recent teacher professional development in California tends to focus on increasing teachers' mathematical knowledge. In Australia, pedagogically focused programs are preferred. The two approaches are contrasted by comparing a Californian professional development model based on improving mathematical knowledge in number and algebra with a New South Wales school-based model involving the teaching of angle concepts. In both approaches, strengths and weaknesses are identified in terms of appropriate mathematical content, research-based pedagogy, and accreditation. Examples of courses incorporating all these components are given, and difficulties associated with implementing such courses are identified. Two important criteria for success, perceived relevance and teacher enthusiasm, are seen to be dependent on cultural factors in the education systems involved. (Contains 2 figures.)
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; California