Fay Turner
Position/Status
Course Manager CPD/PPD
Lecturer in Mathematics
E-mail Address
fat21@cam.ac.uk
Phone
01223 767573
Qualifications
- BA Psychology
- Advanced Diploma in Education 5-13
- Mathematics Association Diploma
- MA Primary Education
Membership of Professional Bodies/Associations
- BERA
- AERA
- BSRLM
- PME
- CERME
Profile
Primary school teacher for 20 years before coming into teacher education. Worked in a number of Cambridgeshire primary schools and held the post of mathematics coordinator in three separate posts. Worked for Cambridgeshire LA as an advisory teacher in mathematics. Worked in teacher education for eight years, firstly at Homerton College then within the Faculty of Education, University of Cambridge. Lectured in primary curriculum mathematics and general professional issues as well as some psychology. For past four years have been joint course manager for the early Years and Primary PGCE. Presently Director of the Cambridge Partnership GTP which trains both secondary and primary teachers. Teaching curriculum mathematics to both primary PGCE and primary GTP trainees
Academic Area/Links
- Early Years and Primary Education
- Mathematics Education
Current Research Projects
A four-year longitudinal doctoral study into developing the mathematics content knowledge of beginning teachers
Course Involvement
- Manager of Faculty PPD/CPD courses
- Part of core teaching teams for:
- Early years and Primary PGCE (mathematics and professional studies)
- HetsCam MEd
- Contributions to teaching and supervisions for:
- International Perspectives on Mathematics Education MPhil
- Researching Practice MEd
- Primary MEd
Publications
Turner, F. (2009) 'Developing Mathematical Content Knowledge: The ability to respond to the unexpected'. In Tzekaki, Kaldrimidou and Sakonidis Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education , Thessaloniki, Greece. July 19-24, 2009
Turner, F. (2009) 'Developing the ability to respond to the unexpected'. Informal Proceedings of the British Society for Research into Learning Mathematics . Paper presented in Cambridge, March 2009
Turner, F. (2009) 'Kate's conceptions of mathematics teaching: influences in the first three years'. Proceedings of CERME 5: Fifth Conference of the European Society for Research in Mathematics Education. February 2009, Lyon, France.
Turner, F. (2009) Growth in teacher knowledge: Individual reflection and community participation. Research in Mathematics Education , Volume 11 (1), 81 Routledge
Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2009). Developing primary mathematics teaching. London: Sage
Turner, F. (2008). Growth in teacher knowledge: Individual reflection and community participation. In O. Figueras, J. Cortina, S. Alatorre, T. Rojano and A, Sepulveda (Eds.) Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education , Morelia, Mexico. July 17-21, 2008
Turner, F. (2008) 'Beginning elementary teachers' use of representation'. Research in Mathematics Education, Volume 10 (2), Routledge
Turner, F. (2007 ), 'The mathematics content knowledge of beginning teachers: The case of Amy' CERME 4: Fourth Conference of the European Society for Research in Mathematics Education. February 2007, Larnaca, Cyprus.
Turner, F. (2007) Development in the mathematics teaching of beginning elementary school teachers: An approach based on focused reflections. Proceedings of the Second National Conference on Research in Mathematics Education, Mathematics in Ireland 2, (pp. 377-386) , Dublin: St Patrick's College
Turner, F. (2007). 'Beginning Teachers' use of representation as viewed through the lens of the knowledge quartet'. Paper presented at BERA September 2007, Institute of Education, London Published on Education-line, http: www.leeds.ac.ukeducol
Rowland, T. and Turner, F. (2007) 'Developing and using the 'Knowledge Quartet': A Framework for the Observation of mathematics Teaching'. The Mathematics Educator, Volume 10, No. 1. pp. 107 - 124
Turner, F. (2006) 'Teaching children to count: Does knowledge of theory matter?' In J. Novotna, N. Moraova, M. Kratka and N. Stehlikova Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education , Volume 1, (p. 346.) Prague, Czech Republic: Charles University.
Rowland, T. and Turner, F. (2006) 'A framework for the observation and review of mathematics teaching'. Mathematics Education Review 18, pp. 3 - 17.
Turner, F. (2005) "I wouldn't do it that way": trainee teachers' reaction to observations of their own teaching. Proceedings of the British Society for Research into Learning Mathematics 25 (3) pp. 87 - 93.