Working for learning: teaching assistants developing mathematics for teaching

Drake, Pat (2009) Working for learning: teaching assistants developing mathematics for teaching. Journal of Mathematics Teacher Education, 12 (1). pp. 67-82. ISSN 1386-4416

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Abstract

This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken in parallel with advancement through the hierarchical undergraduate mathematics curriculum. Lave and Wengers work on communities of practice is used as a framework to explore the TAs learning of mathematics alongside their professional work in schools. This case illustrates how and where institution-based undergraduate teaching relates to work in school, and where it does not, thus signalling the importance of the TAs informal learning strategies in bringing together these experiences.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Depositing User: Pat Drake
Date Deposited: 06 Feb 2012 20:46
Last Modified: 11 Jun 2012 13:27
URI: http://sro.sussex.ac.uk/id/eprint/28032
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