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Goulding Maria, Rowland Tim & Barber Patti (2002). « Does it Matter? Primary Teacher Trainees' Subject Knowledge in Mathematics ». British Educational Research Journal, vol. 28, n° 5, p. 689–704. ISSN 0141-1926. En ligne : <http://www.informaworld ... 714874239~frm=titlelink>. 
Added by: Marie Gaussel (23 Jun 2010 14:17:16 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/0141192022000015543
ID no. (ISBN etc.): 0141-1926
BibTeX citation key: Goulding2002a
Categories: General
Keywords: éducation prioritaire, enseignant, formation des enseignants, formation initiale des enseignants, mathématiques
Creators: Barber, Goulding, Rowland
Collection: British Educational Research Journal
Views: 1222/2225
Views index: 26%
Popularity index: 6.5%
URLs     http://www.informa ... 4239~frm=titlelink
Abstract     
The mathematical subject knowledge of primary teacher trainees in England and Wales now has to be audited in line with government requirements for initial teacher training. This article examines how this knowledge has been conceptualised and presents the results of research in two institutions into the audited subject knowledge of primary teacher trainees and its relationship with classroom teaching. The research identified weaknesses in understanding, particularly in the syntactic elements of mathematics, and a link between insecure subject knowledge and poor planning and teaching. The dilemmas and policy issues which this focus on subject knowledge presents are discussed.
Added by: Marie Gaussel  
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