Being numerate for teaching: the indivisibility of learning landscape, participation and practice

Klein, Mary, and Smith, Kerry (2009) Being numerate for teaching: the indivisibility of learning landscape, participation and practice. In: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, pp. 299-307. From: 32nd annual conference of the Mathematics Education Research Group of Australasia, 5 - 9 July 2009, Wellington, New Zealand.

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Abstract

Being numerate for teaching involves more than personal numeracy; while the construction and communication of disciplinary knowledge will always be important, so to is the creation of a professional self, capable of appreciating and implementing flexible and dynamic interactional patterns that value diversity and students’ idiosyncratic attempts to make sense of experience. New ways-of-being a teacher of numeracy are founded on robust intellectual knowledge, though the learning landscape is constitutive, influencing participation and interactional patterns in the classroom.

Item ID: 11093
Item Type: Conference Item (Refereed Research Paper - E1)
Keywords: learning; pedagogy; poststructuralist concepts; numeracy; teacher education; new philosophies
ISBN: 978-1-920846-22-0
Date Deposited: 19 May 2010 21:54
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 20%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 30%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 30%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 20%
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