ncetm.org.uk - Accessing Research

Accessing Research - NCETM

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Accessing Research - NCETM Skip to main content Skip to navigation Skip to login / Personal Learning Space Skip to search Skip to footerWell-nighcookies The NCETM site uses cookies. Read increasingly well-nigh our privacy policy Please stipulate to winnow our cookies. If you protract to use the site, we'll seem you're happy to winnow them. 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The site will be misogynist then early the pursuit morning. We're sorry for any inconvenience. You are here:  Teacher Enquiry & Research  >  Accessing Research   Personal Learning Login User Name / Email Address: Password: Remember me until I logout Sign Up | Forgotten password? Please enter your email write unelevated and click 'Reset password'. An email with instructions will be sent to you. Your email address:   Accessing Research Last updated 21 March 2017 by ncetm_administrator   Why read research?   "I’d like to read some research but I have no idea where to start"   It is important for us to develop our own views well-nigh the most constructive way to teach mathematics. Having said that, we all want to goody from the views of others and to 'stand on the shoulders' of those that have gone surpassing us and thought well-nigh the same issues that we have. Reading research is a valuable part of standing professional development; reading what other people have written well-nigh an zone of mathematics education that you are interested in can requite you a fresh insight into that topic and moreover provide a variegated perspective from which to reflect upon your own practice. It is said that there has been increasingly written well-nigh mathematics education than any other subject and yet it is often difficult for practising teachers to: get wangle to this soul of research; know where to start; be supported in making sense of it. This is what the pursuit NCETM Research Study Modules are intended to do. The Research Study Modules Each study module is based on a particular research paper and is written to support you in thinking well-nigh the ideas and findings it contains, reflecting on your own views and practice and considering implications for your developing practice. How might you use this material? Each study module can be worked on individually but you may find it increasingly useful to work on the module within a small group. This could be as part of a mathematics meeting or school-based professional minutiae session. As you work on the module you may want to record your ideas in your personal learning space, or contribute to the discussion thread on the NCETM portal. Where could you start?   "Theory without practice is sterile; practice without theory is veiling "   Karl Marx The research wares featured in these Study Modules have been chosen to provide variety in terms of subject content and authorship, and should request to teachers working in all phases of education. If you are familiar with the resources produced by the (then) DfES Standards Unit Improving Learning in mathematics you might like to start by working on the module based on Malcolm Swan’s vendible ‘A designer speaks: Designing a multiple representation learning wits in secondary algebra’. Alternatively the vendible ‘Pre-service primary teachers’ concepts of creativity in mathematics’ by David Bolden, Tony Harries and Douglas Newton may requite you an opportunity to think well-nigh creativity in the classroom. Wherever you start, these study modules have the potential to provide you with an interesting way to engage with research. What Next? andRemoteractivities In the end, the worth of these Study Modules and the research papers they are based around, is the extent to which they prompt some thoughts and deportment in you. It has been said that 'Activity is not enough, it is the sense we make of it that matters' (1) and so it is for our own professional learning. So we suggest that you take the time during and without working on a study module to; Reflect on what you have got from the vendible and what you think you would like to do in your own classroom as a result; If you can, commit to writing your thoughts and proposed deportment as a way of really sorting out what you think and of committing to practical action. (2) Often one zone of interest and minutiae leads to others and there is a wealth of remoter resources on the NCETM portal that you might want to follow up. Here are some suggestions: Read some of the reports written by teachers who have unromantic for various Teacher Enquiry Funded Projects Read well-nigh the work of primary teacher, Caroline Ainsworth and her work with Cuisenaire rods in the Teacher as researcher: teaching as researching microsite Use the Research Gateway and ResearchWaresand Papers sections of the NCETM portal to find remoter research wares Explore the Mathemapedia as a source of stimulus for your own teacher enquiry as well as indications to other published research. 1. Ros Driver - The Pupil as Scientist, OU Press 2.'My Learning Journal' in the NCETM 'Personal Learning Space' is platonic for this.You can plane make audio entries if you wish.      Back to topNext page     QuicklinksAccessing ResearchResearch Study Modules         Add to your NCETM favourites Remove from your NCETM favourites Add a note on this item Recommend to a friendScuttlebutton this item Send to printer Request a reminder of this item Cancel a reminder of this item Share | Comments   Email me when this item receives a scuttlebutt - You must Log in to set this option There are no comments for this item yet... Only registered users may comment. Log in to commentWell-nighAbout the NCETMWell-nighthe Site Meet the Team Benefits of Registering Partners and Stakeholders FAQs Info Legal Press Recruitment Suggestions Privacy Policy Accessibility Connect Contact us Follow us on Twitter Find us on Facebook Watch us on YouTube