Article by N.R. Hall and D. Harries (University of Reading)
This paper discusses the use of Computer Algebra Systems (CAS) in initial teacher education on a primary undergraduate degree. To avoid a piecemeal approach we have tried to identify principles which will guide decisions about the effective use of such software. It is shown that students need to develop a questioning approach to the use of CAS and not blindly accept results if understanding is to take place. The concept of validating results is shown to be crucial.
Article by Gordon J.A. Hunter (Mathematics Division, Department of Science St. Mary's University College)
During the first half of August 1993, before the troubles which occurred in Moscow during that Autumn, I had the opportunity to visit the Mari-EI Republic of the Russian Federation. The trip was organised in conjunction with an English Language INSET Summer School for teachers and lecturers of that region, coordinated by my College, the Yoshkar-Ola Pedagogical Institute and held at the Mari Institute of Education. This provided me with a chance to visit some educational establishments and to compare the local system with that of the UK I also gave a lecture on the National Curriculum for England and Wales to people attending the Summer School. In November 1993 my own institution was visited by some secondary teachers from school number 61 in Moscow. This enabled me to discuss my experiences from the Mari -EI with educationalists from a different part of the Russian Federation. As might be expected from the strict state control of the Soviet/Russian educational system up to now, many of my observations from the Summer seem also to apply to the whole of Russia, and probably to many of the other republics of the former Union of Soviet Socialist Republics.
Article by Dave Miller (Keele University)
This paper summarises the initial results of a local survey of (i) secondary PGCE mathematics and two year PGCE conversion course (mathematics) students, who were asked to comment on their mentors in terms of "the good things that your mentor did, " and "areas where you would like to see things improved, " and (ii) their mentors replies to the question "what makes a good student?"
Article by Lindsay Taylor (University of North London, School of Teaching Studies)
This article arises out of concerns about specifying the mathematical content of the new six-subject BEd degree. I have used a series of small-scale surveys among students and colleagues to explore perceptions of the nature of the subject and its core content. Some of the issues raised may well be relevant to discussions on the new degree in other institutions.
Article by Linda Wilson and Carolyn Andrew (University of Sunderland)
Stimulated by the article by Rod Bramald and Alison Wood in Mathematics Education Review Number 4" May 1994, we offer, in a similar spirit of professional sharing, a description of the mathematics professional element in the first year of our BA(Ed) programme together with the rationale for this part of the course. The thought and discussion about similarities in aims prompted by their article provided the stimulus for our writing. Below is an account, to which responses are invited, of how we approach an introduction to mathematics education with our students.
Article by Anne Cockburn (University of East Anglia Norwich)
Ten years ago the concept of a National Curriculum for Mathematics was virtually unheard of within the teaching community and yet, in the Autumn we are required to implement the third version since its inception. In the light of the dismal history of "new mathematics", this article examines its chances of success and offers some cautionary comments regarding its management.
Article by Ruth Eagle (Keele University)
An important function of teacher training is to encourage teaching approaches which stimulate the intellect of learners. I argue that this requires a good appreciation of key ideas in school mathematics. With reference to ratio in the national curriculum, I illustrate two strands which contribute to such an appreciation. One strand is the realisation of how engagement with an idea can develop over a period of years in a child's education. In general, the progression will be from intuitive to more formalised, self-aware understanding. The second strand is a recognition of those concepts which are powerful within mathematics itself and of the various contexts in which they recur.