Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.
International Journal of Mathematical Education in Science and Technology: incorporating selected papers from the 8th Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics (Volcanic Delta 2011), Rotorua, New Zealand, 27 November-02 December 2011,
Vol. 42, no. 7 (Oct 2011), pp. 997-1009