Abstract
This article reports on a study of ‘Effective Teachers of Numeracy’ funded by the Teacher Training Agency, examining the links between learning gains in numeracy with primary pupils and teachers' knowledge, beliefs and practices. From an overall sample of 90 teachers, 18 teachers were selected for detailed case study. Three types of belief orientations were identified: connectionist, transmission and discovery. There was a strong correlation between belief orientation and pupil gains. Participation in extended courses of professional development in mathematics was strongly related to belief orientation and with pupil gains. In-school professional development only appeared to flourish in favoured circumstances
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