An early years CPD initiative for mathematics: the power of ‘grassroots’ learning.
Researcher(s): Carruthers, E. and Worthington. M.
Status: Findings published
Carruthers, E. and Worthington. M. (2009) An early years CPD initiative for mathematics: the power of ‘grassroots’ learning. Proceedings of the British Society for Research into Learning Mathematics, 29 (1) March 2009, 1-6.
Local ‘grassroots’ Children’s Mathematics Network groups are initiated and ‘owned’ by teachers and practitioners who explore and develop their understanding of children’s mathematical graphics (Carruthers & Worthington, 2005; 2006; DCSF, 2008) in their own ways. New research findings from Bristol reveal the effectiveness of this form of ‘continuing professional development’ (CPD) and its impact on children’s mathematical thinking (NCETM, 2009). This paper explores the philosophy underpinning these groups, and their inter-connectedness with teachers’ and practitioners developing pedagogy and children’s mathematics. The research on which this article draws was a DfES funded research study in mathematics education was conducted as part of the Researching Effective CPD for Mathematics Education (RECME).
NOTE: The pseudonyms ‘Melanie’ and ‘Lizzy’ in the article refer to Maulfry Worthington and Elizabeth Carruthers.