Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 23
Knowing and Learning Mathematics for Teaching RECONSIDERING THE MATHEMATICS THAT TEACHERS NEED TO KNOW The first full day was devoted to consideration of teacher knowledge of mathematics. What mathematical knowledge does it take to teach well? What mathematics is crucial to the work of elementary school teaching? What can we learn from a closer look at the mathematics teachers have to teach and analyses of the core tasks and mathematical problems that they have to solve in the course of their work? Such tasks include examining, interpreting, and evaluating student work; analyzing and modifying mathematics problems; designing follow-up problems (for example, homework); producing an explanation of a mathematical idea; and managing a class discussion around a mathematical idea. These were studied at the Workshop through videotapes of classroom lessons, copies of student work, and studying student thinking about mathematics.
OCR for page 24
Knowing and Learning Mathematics for Teaching This page in the original is blank.
Representative terms from entire chapter: