Cowley, Richard and Lerman, Steve
(2012)
*In the Mathematics Classroom with Learning Theories.*
In:
Leading practice and managing change in the mathematics department.
Tarquin Publications, St Albans, pp. 47-58.
ISBN 9781907550010

## Abstract

In this chapter, we take learning theories into the classroom, considering them as lenses through which we interpret mathematical activity. In our view, the problem of the uncertainty of knowledge about how humans learn is a key catalyst for creating interesting professional activities for the development of mathematics teachers and for enriching the experience of a leader in a mathematics department. It is diffi cult to imagine a good teacher operating without a learning theory to help them rationalise their actions. To illustrate this point, we will, to start with, narrow our focus onto the notions of learning objective, teacher intervention and learning outcome. At present, there is considerable pressure on mathematics teachers to make learning objectives explicit and to be able to ensure learning outcomes. How do we come to an agreement about how to ensure learning outcomes? Even more complex, how do we decide what evidence we will accept that learning outcomes have been ensured?

Item Type: | Book Section |
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Divisions: | IOE Departments > Departments > Curriculum, Pedagogy and Assessment |

Depositing User: | Atira Pure |

Date Deposited: | 01 Jun 2013 03:31 |

Last Modified: | 29 Jan 2015 09:52 |