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CM Network 2007 |
Pedagogy:
- Teachers’ questionnaires: two hundred
and seventy three teachers of children 3 – 8 years completed questionnaires about
children’s mathematical marks and ‘written’ mathematics. The teachers came
from four areas of England – three cities and one rural county
- Telephone interviews: we conducted
interviews with a sample of teachers who had completed questionnaires, allowing us to
explore aspects of teachers’ beliefs and practice conferencing children’s
mathematical graphics;
- Nursery study – India: conducted in
nursery and primary schools in rural southern India, focusing on teaching
- Study to compare teacher-modelling and
teacher-given examples in one of our own classrooms – children 4 – 5 years of
age
- Assessing the contribution of
teacher-modelling on children’s developing mathematical graphics. We assessed the
effects of teacher-modelling mathematics for genuine purposes during the course of one
term, with children 5 – 6 years of age;
- Creativity and
mathematics: teachers’ perspectives.
Creativity and mathematics: we
explored teachers’ and practitioners' perceptions of creativity
in mathematics through questionnaires with over 200 teachers
across England.
Reflecting on creativity and cognitive
challenge.
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Nursery teachers and practitioners
monitoring and understanding the development of children's
learning as they progress towards standard abstract symbols and
standard written calculations, and analyse and promote the
pedagogy that underpins deep level learning in mathematics.
Cambridge Nursery Mathematics Learning
Network and
Gallery 3: Cambridge
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