## Abstract

The paper contains a sketch of a BSc Hons degree programme Mathematics (for Mathematics Education). It can be seen as a comment on Gardiner (2018) where he suggests that the current dire state of mathematics education in England cannot be improved without an improved structure for the preparation and training of mathematics teachers:

Effective preparation and training requires a limited number of national institutional units, linked as part of a national effort, and subject to central guidance.For recruitment and provision to be efficient and effective, each unit should deal with a significant number of students in each area of specialism (say 20–100). In most systems the initial period of preparation tends to be either

•a “degree programme” of 4–5 years (e.g. for primary teachers), with substantial subject-specific elements, or

•an initial specialist, subject-based degree (of 3+ years), followed by (usually 2 years) of pedagogical and didactical training, with some school experience.

This paper suggests possible content, and didactic principles, of a new kind of “initial specialist, subject-based degree” designed for intending teachers.This text is only a proof of concept; most details are omitted; those that are given demonstrate, I hope, that a new degree would provide a fresh and vibrant approach to education of future teachers of mathematics.

Effective preparation and training requires a limited number of national institutional units, linked as part of a national effort, and subject to central guidance.For recruitment and provision to be efficient and effective, each unit should deal with a significant number of students in each area of specialism (say 20–100). In most systems the initial period of preparation tends to be either

•a “degree programme” of 4–5 years (e.g. for primary teachers), with substantial subject-specific elements, or

•an initial specialist, subject-based degree (of 3+ years), followed by (usually 2 years) of pedagogical and didactical training, with some school experience.

This paper suggests possible content, and didactic principles, of a new kind of “initial specialist, subject-based degree” designed for intending teachers.This text is only a proof of concept; most details are omitted; those that are given demonstrate, I hope, that a new degree would provide a fresh and vibrant approach to education of future teachers of mathematics.

Original language | English |
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Pages (from-to) | 11-25 |

Number of pages | 15 |

Journal | The De Morgan Gazette |

Volume | 10 |

Issue number | 1 |

Publication status | Published - 2018 |