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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.
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
html.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.


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