1. Pete Griffin, Julie-Anne Edwards, Ros Sutherland.
Parallel Paths:
Teaching and Researching.

2. NCETM Working collaboratively to enhance mathematics teaching
The National Centre for Excellence in the Teaching of Mathematics (NCETM) aims to meet the professional aspirations and needs of all teachers of mathematics and realise the potential of learners through a sustainable national infrastructure for mathematics-specific continuing professional development (CPD).

3. NCETM Working collaboratively to enhance mathematics teaching
The National Centre for Excellence in the Teaching of Mathematics (NCETM) aims to meet the professional aspirations and needs of all teachers of mathematics and realise the potential of learners through a sustainable national infrastructure for mathematics-specific continuing professional development (CPD).

4. What does CPD mean to you?

5. What is (teacher) research?
“Few current research findings reach teachers and they don’t feel deprived by this”.
“Research is what’s done in universities”.
“I do research because they give me a piece of paper at the end”.
“Research is striving to actually have something specific to find out”.
“I know I am doing research when I’m really listening to my students”.
“You’re doing research when you don’t know what’s going to happen when you try something new”
“Research is when I am driving home and analyse what happened when I replay an incident from one of my lessons”.
The finding or the finding out?

6. The heart of effective professional development.
Can I imagine myself doing …?
Do I recognise this issue?
Opportunity to act
Choosing to act freshly
Increasingly sensitised to notice
Phenomenon Situation Incident
CUREE survey of research on PD Networks found that continued opportunities for sustained collaboration encouraged improvements in teaching, learning and achievement.
Key features were: introduction of something new; use of external expertise; creating self-sustaining capacity;
NCETM can attract ALL providers to raise ‘working on’ issues as vital component of any PD, and point to the FW as a source of inspiration, contacts and support
Support for reflection and ‘working on’ issue

7. Re-searching = PD Researching practice. Researching your practice.
Researching the subject.
Researching your learners.

8. Julie-Ann’s and Ros’s story

9. Linking theory and practice.
Think of something you are passionate about; a principle about teaching and learning mathematics that you firmly believe in and espouse.
What, in your teaching behaviour, reflects this?
Think of one thing that you do or say regularly – a behaviour that typifies your teaching.
Why do you do this? What principle / belief lies behind it?

10. What experiences have you had / might you have which could be called research?