Bamber, SallyWatson, Steven2024-03-052024-03-052023-12-01Bamber, S., & Watson, S. (2024). Teaching the lesson. In R. Archer, S. Morgan, D. Swanson, C. Clemmet & S. Sullivan, S. (Eds.) Mentoring mathematics teachers in the secondary school: A practical guide (pp. 149-157). Routledge.9780367361358http://hdl.handle.net/10034/628522This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in [Mentoring Mathematics Teachers in the Secondary School: A Practical Guide] on [01/12/2023], available online: https://www.routledge.com/Mentoring-Mathematics-Teachers-in-the-Secondary-School-A-Practical-Guide/Archer-Morgan-Swanson-Clemmet-Sullivan/p/book/9780367361358In this book chapter, the role of the mentor working with beginning teachers is discussed, as they teach their first mathematics lessons. Primarily we will consider how to support the beginning teacher with a structured and collaborative start to their classroom experience and how to allow them to explore different approaches to teaching and designing mathematics lessons. Supporting early teaching experiences involve planning the lesson, managing the emotional and practical aspects of the classroom and helping the beginning teacher to reflect on their teaching and the learning of students in order to use the experience constructively. The development of a range of pedagogical approaches, such as ways of building on prior knowledge, modelling and explaining mathematical ideas, providing feedback, supporting struggling students and asking questions that prompt students to think about mathematics also need to be considered. Initially, beginning teachers can be very concerned about whether they can respond to unforeseen events, including how they gain and maintain the students’ trust and cooperation. These features are addressed in this chapter.Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/mathematics teachingmentoringteacher educationBook chapter