Mentoring Mathematics Teachers Supporting and inspiring pre-service and newly qualified teachers

Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area.

Developed by members of The Association of Mathematics Education Teachers, the authors draw upon the most up-to-date research and theory to provide evidence-based practical guidance. Themes covered include:

• the recognition of the importance of pedagogical content knowledge
• building upon subject knowledge
• developing skills of self-evaluation in order to reflect and develop your own practice
• the on-going need to address issues of equity and diversity within the profession
• the need for pre-service teachers and their mentors to work together effectively as a partnership
• the importance of collaboration, shared goals, mutual benefit and growth.

Addressing issues of mentoring for all trainee and practising mathematics teachers, Mentoring Mathematics Teachers demonstrates both the importance of mentoring in the development of new teachers of mathematics, but also the benefits to all those who involve themselves in this challenging and rewarding task.

Notes on Contributors Introduction – The learning journey and lifelong learning Section 1: Developing subject knowledge 1. Partnering theory and practice in mathematics teaching2. Developing pedagogical approaches to using digital technologies in mathematics3. Approaches to learning mathematics Section 2: Equity and diversity issues 4. Learning to teach mathematics in a multicultural society5. Inclusive approaches to learning and teaching mathematics6. Developing models of collaborative working 7. Developing the potential of all pre-service mathematics teachers8. Developing the potential of outstanding beginning teachersSection 3: Developing a partnership 9. Developing the teacher as mentor through team-based approaches to mentoring10. The pre-service mathematics teacher as an adult learner11. Turning the mathematics learning environment into a research environment12. Reflective practitioners for lifelong learning

Rosalyn Hyde is Senior Teaching Fellow at the University of Southampton, UK, Associate of the National Centre for Excellence in the Teaching of Mathematics (NCETM) and Senior Fellow of the Higher Education Academy.

Julie-Ann Edwards is Lecturer in Mathematics Education at the University of Southampton, UK, and Senior Fellow of the Higher Education Academy.