Threshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countries

2.50
Hdl Handle:
http://hdl.handle.net/10547/293917
Title:
Threshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countries
Authors:
Raiker, Andrea
Abstract:
This study is focused on the introduction of threshold concepts (Meyer and Land, 2006) to mathematics teachers in Finland, Portugal, Spain and the UK as part of their professional development. A multidisciplinary team drawn from the four participating countries have developed a methodology to identify threshold concepts in the teaching of ratio. A flexible multiple case study approach with an exploratory perspective allows the attenuation of differences arising from the contexts of each of the four countries and research teams whilst providing a basis for comparative analysis. The research design involves combining technologies such as pathfinder associative networking and knowledge mapping software, developed specifically for the research, and traditional methods.
Citation:
Raiker, A. & Procter, R. (2012) 'Threshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countries', British Educational Research Association Annual Conference (BERA), Manchester, UK, 4-6 September 2012. Manchester: BERA, paper 0231
Publisher:
BERA
Issue Date:
2012
URI:
http://hdl.handle.net/10547/293917
Additional Links:
http://www.bera.ac.uk/bera2012/pdf/BERA2012_0231.pdf; http://www.leeds.ac.uk/educol/documents/213782.pdf
Type:
Conference papers, meetings and proceedings
Language:
en
Appears in Collections:
Learning Futures Research Centre

Full metadata record

DC FieldValue Language
dc.contributor.authorRaiker, Andreaen_GB
dc.date.accessioned2013-06-13T10:21:23Z-
dc.date.available2013-06-13T10:21:23Z-
dc.date.issued2012-
dc.identifier.citationRaiker, A. & Procter, R. (2012) 'Threshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countries', British Educational Research Association Annual Conference (BERA), Manchester, UK, 4-6 September 2012. Manchester: BERA, paper 0231en_GB
dc.identifier.urihttp://hdl.handle.net/10547/293917-
dc.description.abstractThis study is focused on the introduction of threshold concepts (Meyer and Land, 2006) to mathematics teachers in Finland, Portugal, Spain and the UK as part of their professional development. A multidisciplinary team drawn from the four participating countries have developed a methodology to identify threshold concepts in the teaching of ratio. A flexible multiple case study approach with an exploratory perspective allows the attenuation of differences arising from the contexts of each of the four countries and research teams whilst providing a basis for comparative analysis. The research design involves combining technologies such as pathfinder associative networking and knowledge mapping software, developed specifically for the research, and traditional methods.en_GB
dc.language.isoenen
dc.publisherBERAen_GB
dc.relation.urlhttp://www.bera.ac.uk/bera2012/pdf/BERA2012_0231.pdfen_GB
dc.relation.urlhttp://www.leeds.ac.uk/educol/documents/213782.pdfen_GB
dc.titleThreshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countriesen
dc.typeConference papers, meetings and proceedingsen
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