ABSTRACT
This chapter allows the reader further opportunity to explore in greater depth the knowledge a mentor of mathematics needs to have when working with beginning teachers. It asks the reader to reflect on the specific knowledge needed by a mathematics mentor to identify how to support beginning teachers to develop mathematical knowledge, recognise the difference between being a teacher and a mentor and further develop the planning needed for mentor development. The chapter considers mathematical misconceptions and the ability of a teacher to predict possible mathematical misconceptions. Several experienced mathematics teachers and mentors were asked about their role and ideas on being a mentor for beginning teachers. Collaborative planning is a good way of understanding how beginning teacher views the way pupils learn mathematics. It also gives the people both the opportunity to share ideas.
