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http://bura.brunel.ac.uk/handle/2438/15537Full metadata record
| 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 | - |
| dc.identifier.citation | 13th International Congress on Mathematical Education,Hamburg, (2016) | en_US |
| dc.identifier.uri | http://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 | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Fulltext.docx | 24.43 kB | Unknown | View/Open |
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