Abstract
The difficulties of professional development and learning amongst mathematics teachers are well-documented (Clarke 1994). The problem is particularly acute amongst primary (or elementary) teachers (Bibby 1999). For many primary teachers, their relationship with mathematics is a fraught with anxiety and emotion, much of it relating to their negative experiences of school mathematics (Buxton 1981). These negative experiences parallel the experiences of most school students who regard mathematics as dull, boring and irrelevant (Osborne et al. 1997).
This chapter was first published in the Oxford Review of Education, 33 (4), 2007: 469–487.
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Notes
- 1.
Ursula and the name of her school mathematics teacher, Miss Barker, are pseudonyms.
- 2.
The 20-day course was part of a scheme funded by the then Department for Education and Science for primary mathematics teachers aimed at increasing their subject knowledge and pedagogical skills as well as their ability to support other teachers in improving their teaching of mathematics (McNamara et al. 2002).
- 3.
The main data set for Jeremy’s doctoral study consisted of 39 day seminars, 41 lesson observations, 16 PD sessions and 25 interviews. Of these, 4 lesson observations were of Ursula’s lessons, 6 of the interviews involved Ursula, whilst she was involved in all the day seminars and all but 1 of the PD sessions. Seminars, lessons and PD sessions were taped and partially transcribed. Excerpts for transcription were identified as potential critical incidents using participant fieldnotes as in previous research. Interviews were fully transcribed. This data set was supplemented by records of more informal discussions, general fieldnotes and project documentation, in particular drafts of lesson materials.
- 4.
We acknowledge the point made by one anonymous reviewer that the classroom is a crucial community in understanding teacher identity. However, we note that, after the first year when she became a Numeracy Consultant, the majority of Ursula’s teaching was in leading PD sessions.
- 5.
Ursula gave permission for the data to be shared between us.
- 6.
Primary CAME focused on Year 5 and Year 6 primary school students (aged 9–11).
- 7.
It is important to note that Hoyles (1980) found that mathematics was unusual amongst school subjects in the intensity of both positive and negative attitudes reported by learners.
- 8.
The General Certificate in Secondary Education (GCSE) in England. GCSE examinations are generally taken at the end of compulsory schooling (age 16). Almost all students sit GCSE mathematics. The O/A is no longer available. Only a relatively small proportion of students took the O/A and it was not available in all schools.
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Hodgen, J., Askew, M. (2011). Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher. In: Day, C., Lee, JK. (eds) New Understandings of Teacher's Work. Professional Learning and Development in Schools and Higher Education, vol 100. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0545-6_11
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