Developing primary teachers’ teaching of fractions
Jennifer Law, Cheney School
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.