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SUMMARY:Can focused reflection on mathematics teaching develop teachers' m
 athematical content knowledge? - Fay Turner (University of Cambridge\, Fac
 ulty of Education)
DTSTART:20091123T170000Z
DTEND:20091123T183000Z
UID:TALK20139@talks.cam.ac.uk
CONTACT:15269
DESCRIPTION:The mathematical content knowledge of teachers has been identi
 fied as an important factor in effective mathematics teaching and learning
  in primary schools (Williams\, 2008).  In this presentation\, I attempt t
 o answer the question in the title using findings from my four-year study 
 of three primary school teachers.  Ideas addressed will include: the natur
 e of mathematical content knowledge needed for teaching\; the Knowledge Qu
 artet framework (KQ) as a tool to support reflection on the mathematical c
 ontent of teaching\; aspects of mathematical content knowledge that appear
  most likely to be developed through reflection using the KQ\; and the rel
 ationship between developments in teachers' content knowledge and effectiv
 e mathematics teaching.
LOCATION:Room 205\, Mary Allan Building\, Homerton College\, Hills Road\, 
 Cambridge CB2 8PQ
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