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Continuing ProfessionalDevelopment for teachers ofmathematicsJMCJ oint Mathematical CouncilSupported by the Gatsby Charitable FoundationACMEC ontinuing Professional Development for teachers of mathematics | December 2002| iiipagePreparation of this reportvExecutive Rationale for ACME s CPD The need for CPD in mathematics The present situation22A CPD programme for teachers of Key components of a well-planned CPD Starting from needs: a coherent programme for a diverse Entitlement, accountability and rewards43A support network for CPD Within the school or Setting up a local and a national infrastructure for CPD54 Conclusion7 Annex 1: List of contributors9 Annex 2: Professional Development currently available for teachers of mathematics10 Annex 3: Case studies of CPD opportunities that would become available12 Bibliography15 Continuing Professional Development for teachers ofmathematicsContentsISBN 0 085403 587 7 Copyright ACME 2002 Requests to reproduce all or part of this document should be submitted to:ACMEThe Royal Society6 9 Carlton House TerraceLondon SW1Y 5 AGACMEC ontinuing Professional Development for teachers of mathematics | December 2002|vPreparation of this reportThis report has been prepared by the Advisory Committee on mathematics Education (ACME).
Continuing Professional Development for teachers of mathematics JMC Joint Mathematical Council Supported by the Gatsby Charitable Foundation
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