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Working for learning: Teaching assistants developing mathematics for teaching
journal contribution
posted on 2023-06-07, 15:19 authored by Pat DrakeThis article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken in parallel with advancement through the hierarchical undergraduate mathematics curriculum. Lave and Wenger’s work on communities of practice is used as a framework to explore the TAs’ learning of mathematics alongside their professional work in schools. This case illustrates how and where institution-based undergraduate teaching relates to work in school, and where it does not, thus signalling the importance of the TAs’ informal learning strategies in bringing together these experiences.
History
Publication status
- Published
Journal
Journal of Mathematics Teacher EducationISSN
1386-4416External DOI
Issue
1Volume
12Page range
67-82Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes