Developing primary teachers’ teaching of fractions

Author

Jennifer Law, Cheney School

Summary

This investigation, undertaken in Part 3 of the MSc in Learning and Teaching, explores the processes involved in working as a secondary teacher of mathematics to support the professional learning of primary teachers in a project intended to improve their teaching of fractions. Among the findings reported is that few teachers (3 of 17) had received any CPD on fractions, and even fewer (2/17) had done research into the issue. The presentation explains how Jen sought to sustain the teachers’ confidence and ensure that they enjoyed the professional development activities and illustrates how the teachers’ understanding and practice developed.

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