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Title: Mathematical talk: links with Subject Knowledge?
Authors: Ineson, EG
Issue Date: 2016
Citation: 13th International Congress on Mathematical Education,Hamburg, (2016)
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.
Appears in Collections:Dept of Education Research Papers

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