Contributor(s)The Pennsylvania State University CiteSeerX Archives
Full recordShow full item record
AbstractThe study was concerned with the question of the implications of challenging mathematics in the classroom for teacher preparation programmes. Specific focus was on the identification of the challenges and the role of teacher education programmes in efforts geared towards minimising the problems created by the challenges. The findings of the study informed the researchers of the challenging mathematics topics, how these are found challenging and provided some suggestions of 1 what can be done in teacher education programmes to address the issue. One prominent possible solution was suggested as the inclusion of and deeper coverage of school topics in teacher preparation programmes. A teaching intervention was implemented based on this suggestion and the findings were that this way of working has the potential to enhance teachers ’ knowledge base.