Download or read book Guidelines for the mathematical preparation of prospective elementary teachers written by David Daniel Molina and published by . This book was released on 1997 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book GUIDELINES FOR THE MATHEMATICAL PREPARATION OF PROSPECTIVE ELEMENTARY TEACHERS ED436370 U S DEPARTMENT OF EDUCATION written by United States. Office of Educational Research and Improvement and published by . This book was released on 2001* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Guidelines for Science and Mathematics in the Preparation Program of Elementary School Teachers written by National Association of State Directors of Teacher Education and Certification and published by . This book was released on 1963 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resource Guide for the Mathematics Preparation of Middle School Teachers written by and published by . This book was released on 2000 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Mathematics Education of Elementary Teachers written by Lynn C. Hart and published by IAP. This book was released on 2016-07-01 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an edited volume addressing specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers (PSTs). Teaching mathematics content courses to this group of students presents unique challenges. While some PSTs enter their teacher preparation with weak mathematical skills and knowledge, many also hold negative attitudes, anxiety, and misguided beliefs about mathematics. This book is designed to support instructors who teach these students in mathematics content for elementary teachers courses. Elementary teachers need a richly developed understanding of the mathematics they are teaching in order to teach it effectively. Providing them with the needed preparation is difficult, but can be eased with a solid understanding of the mathematical concerns and limitations PSTs bring to the learning of mathematics and a familiarity with the standards and curricula topics PSTs will be expected to teach. Chapter One makes the argument that elementary mathematics is not trivial. This is followed by an analysis of four central issues related to the mathematical preparation of elementary teachers, specifically: (1) selecting/creating/modifying and implementing mathematical tasks (2) noticing/understanding children’s ways of thinking as a foundation for learning mathematics, (3) developing mathematical habits of mind in PSTs, and (4) understanding the role affect plays in the mathematical learning of PSTs. The final chapter presents three international examples of programs that currently consider these factors in the implementation of their courses.
Download or read book Diversifying Mathematics Teaching Advanced Educational Content And Methods For Prospective Elementary Teachers written by Sergei Abramovich and published by World Scientific. This book was released on 2017-02-24 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'What one takes away from this book is the notion that there’s a lot of potential to do more with these students, and the book stands as a resource for anyone who shares that opinion … Books like Abramovich’s are a welcome addition to our options as we try to do our best by these students, and by extension, their future students.'MAA ReviewsThe book is written to enhance the preparation of elementary teacher candidates by offering teaching ideas conducive to the development of deep understanding of concepts fundamental to the mathematics curriculum they are to teach. It intends to show how the diversity of teaching methods stems from the knowledge of mathematics content and how the appreciation of this diversity opens a window to the teaching of extended content.The book includes material that the author would have shared with teacher candidates should there have been more instructional time than a 3 credit hour master's level course, 'Elementary Mathematics: Content and Methods', provides. Thus the book can supplement a basic textbook for such a course by extending content and diversifying methods.Also, the book can support graduate level mathematics education programs which have problem-solving seminars/courses in their curriculum. The book is well-informed with (available in English) the mathematical standards and recommendations for teachers from Australia, Canada, Chile, England, Japan, Korea, Singapore, and the United States.
Download or read book Guidelines for the Mathematical Preparation of Elementary Teachers written by and published by . This book was released on 2007 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Knowing and Learning Mathematics for Teaching written by National Research Council and published by National Academies Press. This book was released on 2001-02-25 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions: What is the mathematical knowledge teachers need to know in order to teach well? How can teachers develop the mathematical knowledge they need to teach well? The Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers presented, the activities, and plenary sessions that took place.
Download or read book A Call for Change written by Mathematical Association of America. Committee on the Mathematical Education of Teachers and published by MAA Press. This book was released on 1991 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can the teaching and learning of mathematics in schools better prepare students for the future? Changes in the way teachers learn and teach mathematics are recommended. A Call for Change, a new MAA report, offers a set of recommendations that come from a vision of ideal mathematics teachers in classrooms of the 1990s and beyond. The report describes the collegiate mathematical experiences that a teacher needs in order to meet this vision.
Download or read book Standards for Preparing Teachers of Mathematics written by Association of Mathematics Teacher Educators (AMTE) and published by IAP. This book was released on 2020-02-01 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Also available in a black + white version AMTE, in the Standards for Preparing Teachers of Mathematics (SPTM), puts forward a national vision of initial preparation for all Pre-K–12 teachers who teach mathematics. SPTM contains critical messages for all who teach mathematics, including elementary school teachers teaching all disciplines, middle and high school mathematics teachers who may teach mathematics exclusively, special education teachers, teachers of emergent multilingual students, and other teaching professionals and administrators who have responsibility for students’ mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated. SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform assessment practices for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning teacher of mathematics who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles. Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.
Download or read book Curriculum and Evaluation Standards for School Mathematics written by National Council of Teachers of Mathematics. Commission on Standards for School Mathematics and published by National Council of Teachers of Mathematics. This book was released on 1989 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum standards for mathematics for grades K-4, 5-8, and 9-12 are presented which suggest areas of instructional emphasis for specific student outcomes. Also discusses evaluation standards for both the curriculum and student achievement. K-12.
Download or read book Developing Mathematical Proficiency for Elementary Instruction written by Yeping Li and published by Springer Nature. This book was released on 2021-04-23 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not well validated empirically. To improve this situation, national workshops were organized at Texas A&M University to generate focused discussions about this important topic, with participation of mathematicians, mathematics educators and teachers. Developing Mathematical Proficiency for Elementary Instruction is a collection of articles that grew out of those exciting cross-disciplinary exchanges. Developing Mathematical Proficiency for Elementary Instruction is organized to probe the specifics of mathematical proficiency that are important to elementary teachers during two separate but inter-connected professional stages: as pre-service teachers in a preparation program, and as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring collection, readers may better understand, and possibly rethink, their own practices and research in empowering elementary teachers mathematically and pedagogically, as educators or researchers.
Download or read book The Mathematical Education of Teachers written by Conference Board of the Mathematical Sciences and published by American Mathematical Soc.. This book was released on 2001 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now is a time of great interest in mathematics education. Student performance, curriculum, and teacher education are the subjects of much scrutiny and debate. Studies on the mathematical knowledge of prospective and practicing U. S. teachers suggest ways to improve their mathematical educations. It is often assumed that because the topics covered in K-12 mathematics are so basic, they should be easy to teach. However, research in mathematics education has shown that to teach well,substantial mathematical understanding is necessary--even to teach whole-number arithmetic. Prospective teachers need a solid understanding of mathematics so that they can teach it as a coherent, reasoned activity and communicate its elegance and power. This volume gathers and reports current thinkingon curriculum and policy issues affecting the mathematical education of teachers. It considers two general themes: (1) the intellectual substance in school mathematics; and (2) the special nature of the mathematical knowledge needed for teaching. The underlying study was funded by a grant from the U.S. Department of Education. The mathematical knowledge needed for teaching is quite different from that required by students pursuing other mathematics-related professions. Material here is gearedtoward stimulating efforts on individual campuses to improve programs for prospective teachers. This report contains general recommendations for all grades and extensive discussions of the specific mathematical knowledge required for teaching elementary, middle, and high-school grades, respectively.It is also designed to marshal efforts in the mathematical sciences community to back important national initiatives to improve mathematics education and to expand professional development opportunities. The book will be an important resource for mathematics faculty and other parties involved in the mathematical education of teachers. Information for our distributors: This series is published in cooperation with the Mathematical Association of America.
Download or read book The Mathematical Education of Teachers II written by Conference Board of the Mathematical Sciences and published by American Mathematical Soc.. This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is a resource for those who teach mathematics and statistics to PreK-12 mathematics teachers, both future teachers and those who already teach in our nation's schools. The report makes recommendations for the mathematics that teachers should know and how they should come to know that mathematics. It urges greater involvement of mathematicians and statisticians in teacher education so that the nation's mathematics teachers have the knowledge, skills, and dispositions needed to provide students with a mathematics education that ensures high school graduates are college- and career-ready as envisioned by the Common Core State Standards. This report draws on the experience and knowledge of the past decade to: Update the 2001 Mathematical Education of Teachers report's recommendations for the mathematical preparation of teachers at all grade levels: elementary, middle, and high school. Address the professional development of teachers of mathematics. Discuss the mathematical knowledge needed by teachers at different grade levels and by others who teach mathematics such as elementary mathematics specialists, special education teachers, and early childhood educators. Each of the MET II writers is a mathematician, statistician, or mathematics educator with substantial expertise and experience in mathematics education. Among them are principal investigators for Math Science Partnerships as well as past presidents and chairs of the American Statistical Association, Association of Mathematics Teacher Educators, Association of State Supervisors of Mathematics, Conference Board of the Mathematical Sciences, and National Council of Teachers of Mathematics. The audience for this report includes all who teach mathematics to teachers--mathematicians, statisticians, and mathematics educators--and all who are responsible for the mathematical education of teachers--department chairs, educational administrators, and policy-makers at the national, state, school-district, and collegiate levels.
Download or read book Guidelines for the Preparation of Teachers of Mathematics written by National Council of Teachers of Mathematics. Commission on the Education of Teachers of Mathematics and published by . This book was released on 1981 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Preparation and the Development of Mathematics Instruction Beliefs in Prospective Teachers written by Guillermo J. Farfan and published by . This book was released on 2021 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite years of attempted mathematics education reform, there is little evidence that prospective teachers entering the profession are significantly better positioned than their in-service peers to implement reform-based mathematics instruction. This study investigated the experiences and beliefs of prospective elementary and secondary teachers regarding mathematics, mathematics instruction, and future teaching practice to identify how their experiences and beliefs informed their overall instructional approaches and their readiness to implement current standards for reform-based mathematics instruction. Using a mixed-methods approach consisting of online survey responses and personal interviews (QUANT -> Qual), I sought to answer the following research questions (RQ):(RQ1) How familiar are prospective elementary and secondary teachers with current reform-based mathematics standards-the Mathematics Florida Standards (MAFS) and the Standards for Mathematical Practice? (RQ2) What type of mathematics instruction and mathematical epistemic beliefs do prospective teachers have, and what relationships do these beliefs have with each other across the different majors? (RQ3) What role do prior experiences, their teacher preparation, and beliefs play in prospective teachers' understandings of reform-based mathematics standards and in their overall instructional approach? Participants were 244 undergraduate students who indicated their plans to become school teachers after graduation and who were enrolled at a top public research university in Florida as either an elementary education major or a secondary double-major in mathematics and secondary education. As part of the study, a subset of students (n = 14) and their instructors (n = 5) were also interviewed. Findings showed that most prospective teachers did not have a thorough knowledge of reform-based mathematics standards in Florida. Additionally, there were no clear relationships between mathematics instruction and mathematical epistemic beliefs in elementary majors, whereas some moderate relationships between these beliefs were found in secondary double-majors. Follow-up interviews revealed that most prospective teachers came from a more traditional mathematics instruction background. In addition, although most prospective elementary and secondary teachers seemed to favor reform-based mathematics instruction beliefs and dynamic mathematical epistemic beliefs, variations of beliefs within each major were not uncommon. Finally, prospective teachers' instructional approaches also varied, with some seemingly more prepared to teach reform-based mathematics standards in a manner congruous with the goals of reform-based mathematics instruction than others. Implications for future research on mathematics teacher education and the implementation of reform-based instructional policies are also discussed. Keywords: mathematical beliefs, mathematics instruction, mathematics teacher education.
Download or read book Improving Mathematics Education written by National Research Council and published by National Academies Press. This book was released on 2002-01-28 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving Mathematics Education has been designed to help inform stakeholders about the decisions they face, to point to recent research findings, and to provide access to the most recent thinking of experts on issues of national concern in mathematics education. The essence of the report is that information is available to help those charged with improving student achievement in mathematics. The documents cited above can guide those who make decisions about content, learning, teaching, and assessment. The report is organized around five key questions: What should we teach, given what we know and value about mathematics and its roles? How should we teach so children learn, given what we know about students, mathematics, and how people learn mathematics? What preparation and support do teachers need? How do we know whether what we are doing is working? What must change? Each of the five main chapters in this report considers a key area of mathematics education and describes the core messages of current publication(s) in that area. To maintain the integrity of each report's recommendations, we used direct quotes and the terminology defined and used in that report. If the wording or terminology seems to need clarification, the committee refers the reader directly to the original document. Because these areas are interdependent, the documents often offer recommendations related to several different areas. While the individual documents are discussed under only one of the components in Improving Mathematics Education, the reader should recognize that each document may have a broader scope. In general, the references in this report should serve as a starting point for the interested reader, who can refer to the original documents for fuller discussions of the recommendations and, in some cases, suggestions for implementation. Improving Mathematics Education is designed to help educators build a critical knowledge base about mathematics education, recognizing that the future of the nation's students is integrally intertwined with the decisions we make (or fail to make) about the mathematics education they receive.
