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Knowing and Learning Mathematics for Teaching Proceedings of a Workshop (2001) / Chapter Skim
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Question #3
Pages 144-148

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 144...
... Leader: Nadine Beak; Members: Dick Ask ey, David Dennis, Shelly Ferga~son, {ill Bodner Lester, Leigh Peake, Erick Smith ASSUMPTIONS MADE IN FRAMING THE DISCUSSION In an effort to address this question, we discussed what it means to be a "big idea" in mathematics, and how "big ideas" differ from"average ideas." We also discussed the meaning of "unpacking ideas." We often had to remind each other that our task was to focus on the big ideas and not to make another list. During our discussion, group members would often say to each other, '~es, that's an important concept, but is it a trig idea?
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From page 145...
... This will help teachers shape students' strategies to highlight those that will lead to important concepts and de-emphasize strategies that will not be widely used in mathematics in upper grades. Teachers need a rich understanding of concepts and related topics and of the linkages between topics.
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From page 146...
... . use language correctly, recognize limitations in students' incorrect language, and make connections between everyday, less formal language and formal mathematical language; switch flexibly between different interpretations of concepts.
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From page 147...
... Leader: R~hama Even; Members: Rachel Collopy, Alice Gill, Genevieve Knight, Neil Portnoy, Marty Simon ASSUMPTIONS MADE IN FRAMING THE DISCUSSION The initial response of the group to the above question was to state important topics that elementary school teachers need to know and understand well to teach mathematics. As listing topics did not seem useful, the group decided to choose two different mathematical constructs and try to unpack what it means for teachers to understand them, anchoring the analysis in specific concrete situations.
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From page 148...
... Another idea which the group planned to work on was to analyze teacher content knowledge in a specific teaching situation. The group felt that analysis of teacher content knowledge in the context of teaching has the potential to provide insight into and advance understanding of this issue.
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Key Terms

  • content knowledge
  • teacher content
  • big ideas
  • teacher knowledge
  • school teachers

  • specific mathematical
  • mathematical topics
  • teacher development
  • powerful mathematical
  • mathematical ideas

  • elementary school
  • teach mathematics
  • topic mentioned
  • specific concrete
  • broad sense

  • initial stages
  • david dennis
  • mathematical constructs
  • multiplicative reasoning
  • provide insight

  • decision requires
  • bodner lester
  • formal mathematical
  • multiple representations
  • ideas evolve

  • mark saul
  • plenary panel
  • teaching situation
  • advance understanding
  • teacher understanding


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