Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/6182
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dc.contributor.authorKaur, Berinderjeet, 1955--
dc.date.accessioned2013-03-20T08:48:48Z-
dc.date.available2013-03-20T08:48:48Z-
dc.date.issued2012-
dc.identifier.citationKaur, 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.-
dc.identifier.urihttp://hdl.handle.net/10497/6182-
dc.descriptionThis 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-
dc.description.abstractEnhancing 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.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.subjectMathematics teachersen
dc.subjectProfessional developmenten
dc.subjectHybrid modelen
dc.titleEMPT project: A hybrid model of professional development for mathematics teachersen
dc.typeConference Paperen
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