Developing teacher expertise: Teachers and students doing mathematics together

  • Kelly P
  • Berry J
  • Battersby D
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This article provides an exploration and evaluation of teachers’ experiences of participating in a Postgraduate Professional Development opportunity where they learnt alongside their students, thus allowing teacher expertise to grow within a complex web of distributed knowing and collaborative learning. A group of thirteen teachers, each accompanied by a small group of their students, attended a mathematics masterclass at their local university led by a professor of mathematics education. Both students and teachers were supported in working as mathematicians together, but were debriefed separately. The students reflected together on what they had learned about how mathematicians see the world, whilst the teachers critically reflected on how the expert mathematician supported the learning of novices, comparing this to learning in their classrooms and devising implications for their future practice. The teachers’ views of this process were recorded in an ongoing reflective journal, as were their contributions to an end of course evaluation session. Teachers completed a questionnaire and a sample was interviewed three months after the final session. These data are analysed raising implications for teacher learning and future research. [ABSTRACT FROM AUTHOR]; Copyright of Journal of In-Service Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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  • Peter Kelly

  • John Berry

  • Derek Battersby

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