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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 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
Uncontrolled Keywords: ResPubID26393, undergraduate mathematics curriculum, work-based learning, mathematics for teaching, teaching assistants
Subjects: Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1302 Curriculum and Pedagogy
Depositing User: Ms Phung.T Tran
Date Deposited: 12 Feb 2014 05:33
Last Modified: 14 May 2014 19:39
URI: http://vuir.vu.edu.au/id/eprint/23605
DOI: 10.1007/s10857-008-9094-8
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Citations in Scopus: 0 - View on Scopus

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