Theoretical underpinning of pedagogy
6 years, 1 month ago Posted in: Theoretical underpinning of pedagogy 0

One aspect of Mathematical Knowledge for Teaching is a teacher’s use of a theoretical foundation to guide instructional decisions, rather than relying on imitation of another teacher or trial and error. Therefore, it is important for teachers to know factors that are significant in the teaching and learning of mathematics (Rowland et al., 2009; Ball, […]

6 years, 1 month ago Posted in: Theoretical underpinning of pedagogy 0

Scenario: John teaching properties of 3-D shapes Country: UK Grade (student age): Year 9 (age 13-14) Contributed by: Anne Thwaites, University of Cambridge, UK Context – national, curricular, professional, other The National Curriculum for mathematics in England includes properties of 3D shapes in Key Stage 3 (years 7-9, pupil age 11-14) including surface area and […]

6 years, 2 months ago Posted in: Theoretical underpinning of pedagogy 0

Scenario: Heidi revising percentages Country: UK Grade (student age): Year 8 (age 12-13) Contributed by: Anne Thwaites, University of Cambridge, UK Context – national, curricular, professional, other The National Curriculum for mathematics in England includes work on fractions, decimals and percentages in Key Stage 3 (years 7-9, pupil age 11-14). Heidi was revising the four […]

6 years, 3 months ago Posted in: Theoretical underpinning of pedagogy 0

Scenario: Amy teaching a lesson about counting Country: UK Grade (student age): Reception/Kindergarten (age 4-5) Contributed by: Fay Turner, University of Cambridge, UK Context – national, curricular, professional, other This lesson took place during the second half of Amy’s first term teaching in a large city primary school.  It was a lesson with Amy’s Reception […]