Developing teaching assistants’ understanding of how mathematics works and of how children learn in mathematics, can reduce their anxiety, increase their self-confidence, and make them more effective educators.
Research shows that investment in CPD for teaching assistants increases their self-efficacy and their impact. Research also shows that mathematics anxiety in adults is a driver of negative attitudes toward the subject in children. Development of teaching assistants as role models in mathematics may help to develop positive attitudes in children.
This session looks at approaches that have been used in the University of Northampton’s Foundation Degree in Learning and Teaching programme (FDLT) and at how these might be adapted by schools for in-house CPD.