116
The students are invited to planning meetings of a course in which
they all participate thus gaining a fuller knowledge of what it
ɪeans
to
teach in an integrated studies course.
Whilst all students
will not be continuously involved in maths teaching in the beginning
they all visit
some
classes and so have a base froι
Il
which to develop
their understanding
of an
area of the curriculu
Il
which has undergone
considerable change.
Its incorporation in the group’s work is seen
in the next extract.
School A
16.10.81
P⅛ bii and ⅛-5
Tutor
I think
in this
some
themes
have begun to
group and we can look at
emerge
them,
for example SMILE (Secondary Mathematics
Individualised Learning
1975)1 I’d never met
in a textbook - we have
people here and other
Experiment
(Gibbons
it before - except
two specialist Maths
people going into
classes - but perhaps we can ask them to
find out about the origins of the project
and why in this particular school it was
adopted in a Mixed Ability situation right
the way up the school -
Tutor.....
I think it may be better in school when
groups of you come hot from the Maths class.
Ml
I work with the Head of Maths.
I think
we could do this quite soon.
c) Continuity of School Group Work
In the next extract where the seminar focusses on mathematics teach-
ing
change is again an
important theme whose
is seen as
complex bearing a relation to specific as well as general issues.
1. Texts referred to by students are included in the Bibliography.
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