Sentences with phrase «mathematical education of teachers»

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.