De Geest, Els; Joubert, Marie; Sutherland, Ros; Back, Jenni and Hirst, Christine
(2008).
| URL: | http://tsg.icme11.org/document/get/177 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
The National Centre for Excellence in Teaching Mathematics (NCETM) takes a philosophical approach that values the co-construction of understanding of continuous professional development (CPD) by researchers, teachers and other stakeholders as crucially important. This philosophy also underpins the Researching Effective CPD in Mathematics Education (RECME) project. The paper explores how this philosophy has influenced and informed the design of the research and how plans to encourage co-construction of understanding involving all stakeholders (researchers, the Research Advisory Group, teachers, providers etc) at all stages of the project have evolved.
| Item Type: | Conference Item |
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| Copyright Holders: | 2008 The Authors |
| Academic Unit/Department: | Faculty of Science, Technology, Engineering and Mathematics (STEM) > Mathematics and Statistics Faculty of Science, Technology, Engineering and Mathematics (STEM) |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 27470 |
| Depositing User: | Els De Geest |
| Date Deposited: | 31 Jan 2011 10:11 |
| Last Modified: | 02 Aug 2016 13:58 |
| URI: | http://oro.open.ac.uk/id/eprint/27470 |
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