The audience for the workshop includes mathematicians, mathematics educators, classroom teachers and education researchers who are concerned with improving the teaching of mathematics and, in particular,
the mathematical education of teachers.
What are implications of the Common Core State Standards in Mathematics for
the mathematical education of teachers?
What has been learned about
the mathematical education of teachers, both future teachers and current teachers, over the past decade?
Not exact matches
At the very heart
of the beast Cuomo created in
education law last spring is language that links a complicated and demonstrably unreliable
mathematical formula called a growth score as the tool to be used in evaluating
teachers.
Through the Boston Educators Collaborative, Boston
teachers can attend free classes on a variety
of topics, ranging from
mathematical thinking to the impact
of culture in classrooms, Mayor Martin J. Walsh and other city
education leaders say.
In mathematics
education research, video has been found to facilitate
teacher analysis
of student
mathematical thinking and learning in the midst
of instruction (Stockero, 2008; van Es & Sherin, 2002) and to promote deep reflection about student learning and next steps after instruction (Jacobs, Lamb, & Philipp, 2010; Jacobs, Lamb, Philipp, & Schappelle, 2011; Santagata & Guarino, 2011).
This emphasis, in turn, means that
teacher education programs must take very seriously the task
of preparing
teachers who have a solid mathematics knowledge base in problem solving and a deep understanding
of how new
mathematical knowledge is generated, enhanced and illustrated through the problem solving process (Erickson, 1999; Martinez & Martinez, 2000; Posamentier, 2004; Trafton, Midgett, & Joyner, 2001).
This question parallels previous research in
teacher education that first focuses on internalizing prospective
teachers» own
mathematical problem solving abilities before creating these types
of environments for students (see Cohen, 2011; Levasseur & Cuoco, 2003; Stevens et.
An NCTM (2008) statement on the role
of technology in mathematics
education asserted that «with guidance from effective mathematics
teachers, students at different levels can use [technology] to support and extend
mathematical reasoning and sense making, gain access to
mathematical content and problem - solving contexts, and enhance computational fluency» (para. 1).
Teacher — Duties & Responsibilities Teach college and graduate level mathematics from introductory courses to advanced Ph.D. level courses Design and implement dynamic, engaging materials to challenge and inspire students Implement multiple teaching techniques to reach audiences
of varying learning styles and abilities Responsible for one on one instruction and lecture - based learning for classes as large as 50 students Experienced in both youth and adult
education instruction techniques Serve as academic and Ph.D. advisor offering personal and professional guidance to students Coordinate student schedules, activities, and departmental course offerings Build and strengthen professional relationships with faculty, staff, and industry leaders Represent the university with poise, integrity, and positivity Author and publish multiple text books and papers in applied mathematics Research finite element analysis in
mathematical problems in engineering and applied sciences, actuarial and financial mathematics, computer simulations
of engineering problems, and other specialized mathematics Speak at multiple colleges, universities, and industry gatherings (list available upon request) Serve as advisor and editor
of papers authored by students and fellow professors Dedicated to the development
of students and continued professional growth
The perceptions
of early childhood
teachers about
mathematical knowledge for teaching differed by
education level, certificate, coursework, working institution, and teaching child» ages.
2014, «Perceptions
of early childhood
teachers about
mathematical knowledge for teaching», Korean Journal
of Early Childhood
Education, vol.
HongHaekyung «Perceptions
of early childhood
teachers about
mathematical knowledge for teaching» Korean Journal
of Early Childhood
Education 34.1 pp. 157 - 175 (2014): 157.
«Perceptions
of early childhood
teachers about
mathematical knowledge for teaching» Korean Journal
of Early Childhood
Education 34, no. 1 (2014): 157 - 175.
TY - JOUR AU - HongHaekyung TI - Perceptions
of early childhood
teachers about
mathematical knowledge for teaching T2 - Korean Journal
of Early Childhood
Education PY - 2014 VL - 34 IS - 1 PB - The Korean Society For Early Childhood
Education SP - 157 - 175 SN - 1226 - 9565 AB - This study investigates the perceptions
of early childhood
teachers about
mathematical knowledge for teaching.