On the second day, participants took part in sessions that considered various approaches to helping teachers develop mathematical knowledge, skill, and confidence. They then stepped back and analyzed what each approach offered as opportunities to learn mathematics and reflected on how each might support teachers' use of mathematics in their practice. The questions that framed these sessions were
How might prospective elementary teachers be helped to develop these kinds of mathematical knowledge?
What are alternative and promising approaches—in the U.S. and internationally—to the mathematics education of beginning teachers?
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OCR for page 75
Knowing and Learning Mathematics for Teaching
HOW CAN TEACHERS DEVELOP SUCH MATHEMATICAL KNOWLEDGE?
On the second day, participants took part in sessions that considered various approaches to helping teachers develop mathematical knowledge, skill, and confidence. They then stepped back and analyzed what each approach offered as opportunities to learn mathematics and reflected on how each might support teachers' use of mathematics in their practice. The questions that framed these sessions were
How might prospective elementary teachers be helped to develop these kinds of mathematical knowledge?
What are alternative and promising approaches—in the U.S. and internationally—to the mathematics education of beginning teachers?
OCR for page 75
Knowing and Learning Mathematics for Teaching
This page in the original is blank.