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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 t
Continuing Professional Development for teachers of mathematics JMC Joint Mathematical Council Supported by the Gatsby Charitable Foundation
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