Being numerate for teaching: the indivisibility of learning landscape, participation and practice
Klein, Mary, and Smith, Kerry (2009) Being numerate for teaching: the indivisibility of learning landscape, participation and practice. Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia. 32nd annual conference of the Mathematics Education Research Group of Australasia , 5 - 9 July 2009, Wellington, New Zealand , pp. 299-307.
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Being numerate for teaching involves more than personal numeracy; while the construction and communication of disciplinary knowledge will always be important, so to is the creation of a professional self, capable of appreciating and implementing flexible and dynamic interactional patterns that value diversity and students’ idiosyncratic attempts to make sense of experience. New ways-of-being a teacher of numeracy are founded on robust intellectual knowledge, though the learning landscape is constitutive, influencing participation and interactional patterns in the classroom.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||learning; pedagogy; poststructuralist concepts; numeracy; teacher education; new philosophies|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 20%|
13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 30%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 50%
|SEO Codes:||93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 30%|
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 20%
|Deposited On:||20 May 2010 07:54|
|Last Modified:||12 Feb 2011 21:53|
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