“You just have to take a bit of a risk sometimes”: Breaking the ‘Cycle of Tradition’ in Primary Mathematics

Sandra Frid, Len Sparrow

Abstract


The purpose of this study was to explore the mathematics teaching practices of
graduates of a pre-service primary/early childhood education program designed to
develop teachers’ capacities to implement non-traditional mathematics curricula. As
a complementary component of a large survey study of graduate teachers, graduates
were interviewed to examine their mathematics teaching practices and influences
upon their practices. The teachers indicated they were implementing personally
developed, constructivist-oriented curricula, while also acting as curriculum leaders.
They also spoke of how aspects of their pre-service education had provided them
with the knowledge, skills and confidence to enact their beliefs about effective
mathematics teaching.

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