TITLE

Working for learning: teaching assistants developing mathematics for teaching

AUTHOR(S)
Drake, Pat
PUB. DATE
February 2009
SOURCE
Journal of Mathematics Teacher Education;Feb2009, Vol. 12 Issue 1, p67
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken in parallel with advancement through the hierarchical undergraduate mathematics curriculum. Lave and Wenger’s work on communities of practice is used as a framework to explore the TAs’ learning of mathematics alongside their professional work in schools. This case illustrates how and where institution-based undergraduate teaching relates to work in school, and where it does not, thus signalling the importance of the TAs’ informal learning strategies in bringing together these experiences.
ACCESSION #
36385816

 

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