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 Wenger’s 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
Keywords:	Undergraduate mathematics curriculum - Work-based learning - Mathematics for teaching - Teaching assistants
Schools and Departments:	School of Education and Social Work > Education
Depositing User:	Pat Drake
Date Deposited:	12 May 2010
Last Modified:	02 Jul 2019 19:47
URI:	http://sro.sussex.ac.uk/id/eprint/2324
Google Scholar:	2 Citations

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