Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 306 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 2001-01-25 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 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 Research Advances in the Mathematical Education of Pre service Elementary Teachers written by Gabriel J. Stylianides and published by Springer. This book was released on 2017-11-16 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines new trends and developments in research related to the mathematical education of pre-service elementary teachers, and explores the implications of these research advances for theory and practice in teacher education. The book is organized around the following four overarching themes: pre-service teachers’ mathematics content and mathematics-specific pedagogical preparation; professional growth through activities and assessment tools used in mathematics teacher preparation programs; pre-service mathematics teachers’ knowledge and beliefs; and perspectives on noticing in the preparation of elementary mathematics teachers. Including contributions from researchers working in 11 different countries, the book offers a forum for discussing and debating the state of the art regarding the mathematical preparation of pre-service elementary teachers. By presenting and discussing the findings of research conducted in different countries, the book offers also opportunities to readers to learn about varying teacher education practices around the world, such as: innovative practices in advancing or assessing teachers’ knowledge and beliefs, similarities and differences in the formal mathematics education of teachers, types of and routes in teacher education, and factors that can influence similarities or differences.
Download or read book Guidelines for Preparation Programs of Teachers of Secondary School Science and Mathematics written by National Association of State Directors of Teacher Education and Certification and published by . This book was released on 1961 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 198 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 Diversifying Mathematics Teaching written by Sergei Abramovich and published by . This book was released on 2017 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mathematics for Prospective Elementary Teachers in a Community College written by Harriett Elenor Emery and published by . This book was released on 1970 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Guidelines for the Preparation of Elementary Teachers written by American Association of Colleges for Teacher Education. Subcomitee on Elementary Education and published by Amer Assn of Colleges for Teacher. This book was released on 1988-01-01 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document describes preservice preparation of elementary teachers and reflects competencies that should be exhibited by beginning teachers. The guidelines are organized within components traditionally associated with undergraduate academic preparation (general studies, preprofessional studies, specialty area studies, and professional studies). These divisions, as they are used in the guidelines, do not require an undergraduate program structure for teacher preparation, nor a specific organization of curriculum. They reflect the roles and functions, and in some cases the appropriate sequence, of study considered essential to the preparation of elementary teachers at whatever academic level that preparation is undertaken. Part one describes requirements and characteristics of programs that maintain high standards of quality in the preparation of elementary teachers. Part two describes four areas related to the quality of teacher preparation: (1) relationship to the world of practice; (2) elementary education students; (3) teacher education faculty; and (4) governance and resources. (JD)
