Klein, Mary (2002) Teacher development for inquiry based instructional practice in mathematics: a poststructuralist postscript. In: Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia (1) pp. 398-406. From: Mathematics Education in the South Pacific, 7-10 July 2002, Auckland, New Zealand.

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Abstract

In this paper I argue that teachers of the twenty-first century need radically reformed professional development experiences if they are to teach in inquiry-based ways consistent with views of learning mathematics as an active, social and constructive process. By carrying out a comparative poststructuralist analysis of two teaching/learning interactions [from a paper authored by Manouchehri and Goodman (2000)], I go beyond the extant argument about the importance of teachers' mathematical and pedagogical knowledge and new images of teaching to suggest that additional factors may need to be considered as part of the professional development process. From a poststructuralist perspective I argue that the teacher's unspoken but influential knowing about learners and learning must also be considered and addressed as this impacts heavily, and often conservatively, on practice. Though contentious, the implications for professional development are contemplated.

Item ID:	14626
Item Type:	Conference Item (Research - E1)
ISBN:	978-0-86869-048-3
Keywords:	knowledge; mathematics; professional development
Date Deposited:	20 Sep 2017 02:54
FoR Codes:	13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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