Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/6182
Title: 
Authors: 
Keywords: 
Mathematics teachers
Professional development
Hybrid model
Issue Date: 
2012
Citation: 
Kaur, B. (2015). EMPT project: A hybrid model of professional development for mathematics teachers. In The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges (pp. 5147-5156). Cham, Switzerland: Springer International Publishing.
Abstract: 
Enhancing the Pedagogy of Mathematics Teachers (EPMT) project is a hybrid model of Professional Development (PD) that reflects a gradual shift in the centre of gravity away from the University-based, "supply-side", "off-line" forms of knowledge production conducted by university scholars for teachers towards an emergent school-based, demand-side, on-line, in situ forms of knowledge production conducted by teachers with support from university scholars. The aims of the EPMT project were three fold: to provide teachers with training, to facilitate teachers' work (practice and feedback) at the school level and to enthuse and support teachers to contribute towards the development of fellow teachers. This paper presents one aspect of the project namely, teachers' work at the school level that advanced reasoning and communication in mathematics lessons.
Description: 
This paper was published in the Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges, held in Seoul. Korea from 8 – 15 Jul 2012
URI: 
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ICME-2012-5147_a.pdf345.1 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 50

55
Last Week
0
Last month
2
checked on Apr 22, 2019

Download(s) 50

87
checked on Apr 22, 2019

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.