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Development in South African Primary Mathematics Teacher Educators' Work with In-Service Teachers.

Authors :
Venkat, Hamsa
Askew, Mike
Source :
International Journal of Science & Mathematics Education; May2021 Supplement 1, Vol. 19, p39-58, 20p
Publication Year :
2021

Abstract

This paper focuses, empirically, on the developments seen in a group of South African early grades' mathematics teacher educators in the course of a university-provincial education department partnership project. This project sought to support the district Mathematics Subject Advisers to support, in turn, teachers to implement an intervention consisting of a sequence of four lessons focused on multiplicative reasoning. Outcomes based on pre- and post-tests administered by the Subject Advisers suggested substantial pre- to post-test improvement at the student level. Subject Adviser observations and reflections pointed to successes in engendering more dialogic conversations between mathematics teachers and mathematics teacher educators focused on mathematics and its teaching and learning. The 'double move' of increasing overlap between the subject adviser and teacher communities, coupled with evidence that implementing the intervention had enabled the Subject Advisers to develop their mathematical and pedagogical understandings, provides a useful way of considering development in the capacity of mathematics teacher educators to support mathematics teaching and learning. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
15710068
Volume :
19
Database :
Complementary Index
Journal :
International Journal of Science & Mathematics Education
Publication Type :
Academic Journal
Accession number :
151626735
Full Text :
https://doi.org/10.1007/s10763-021-10161-6