Mathematical talk: links with Subject Knowledge?

Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/15537

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DC Field	Value	Language
dc.contributor.author	Ineson, EG	-
dc.date.accessioned	2017-12-07T11:25:07Z	-
dc.date.available	2017-12-07T11:25:07Z	-
dc.date.issued	2016-07-24	-
dc.identifier.citation	Ineson, E.G. (2016) 'Mathematical talk: links with Subject Knowledge?', 13th International Congress on Mathematical Education,Hamburg, 24-31 July, pp. 1 - 1.	en_US
dc.identifier.uri	https://bura.brunel.ac.uk/handle/2438/15537	-
dc.description.abstract	This poster presents the results from a follow-up study to a London Mayor’s funded project which aimed to support teachers of KS1 pupils (age 4-6) to encourage mathematical talk in their classrooms. The original study was an eighteen-month intervention programme to support teachers to develop their mathematics subject knowledge, as well as providing readings and activities to use in school with their pupils. Findings from follow-up interviews with eight teachers suggest that teachers want to feel confident about their subject knowledge before they feel able to encourage more mathematical talk in their classrooms.	en_US
dc.language.iso	en	en_US
dc.title	Mathematical talk: links with Subject Knowledge?	en_US
dc.type	Conference Paper	en_US
pubs.publication-status	Accepted	-
Appears in Collections:	Dept of Education Research Papers

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