Conference Paper/Proceeding/Abstract 172 views
Algebra for all? Exploring professional development in mathematics teaching during Covid-19
International Professional Development Association Annual Conference
This presentation explores the experiences of primary and secondary teachers undertaking professional learning in Wales during the Covid-19 pandemic.The focus was on exploring the teaching of algebraic reasoning. Within the literature there is debate regarding the teaching of algebra: 'some edu...
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This presentation explores the experiences of primary and secondary teachers undertaking professional learning in Wales during the Covid-19 pandemic.The focus was on exploring the teaching of algebraic reasoning. Within the literature there is debate regarding the teaching of algebra: 'some educators believe in "algebra for all," they question what constitutes the algebra everyone must take and how it can be delivered to all students. Others believe that algebra, like college, is not for everyone' (Morgatto, 2008:215).However, there is agreement that professional development for teachers regarding both mathematics content and instructional techniques is paramount. Although many children are inherently curious about mathematics when they enter school, most do not maintain this curiosity because problems are not always presented in a way that resonates with their lived experiences. Indeed, to maintain motivation children need access and opportunity in mathematics to solve problems that are important to them (Weissglass, 2001).This project allowed the teachers time to discuss, reflect and explore their teaching. Undertaking this project during Covid-19 offered opportunities to reframe and rethink what mattered to them in terms of professional learning. We hear from the teachers as they reflect on their experiences and the impact that this will have on their pupils and on their future engagement with professional learning.Morgatto, S. (2008). Should All Students Be Required to Take Algebra? Are Any Two Snowflakes Alike? The Clearing House, 81(5), 215-217. Retrieved July 31, 2021http://www.jstor.org/stable/30189996 Weissglass, J. (2001). In focus... inequity in mathematics education The Mathematics Educator, 12(2).
College of Arts and Humanities