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Knowing and Learning Mathematics for Teaching Proceedings of a Workshop (2001) / Chapter Skim
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Question #4
Pages 149-154

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 149...
... While admitting that many suggestions could be implemented in either a methods or a content course, the group believes that all suggestions are appropriate for inclusion in content courses. It is also recognized that successfuT implementation of some suggestions wall necessitate cooperative efforts among the faculty who teach mathematics content and those who teach mathematics methods.
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From page 150...
... the learned mathematics from each question generated. Provide PSrs with several correct approaches to solving a given task inclucling, as appropriate, pictorial mental reasoning strategies, traclitional proceclural algorithms, and alternate sense-making algorithms.
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From page 151...
... Key features of suggested approaches. Each of the alternatives suggested here situates mathematics in tasks that are motivating and relevant to future elementary/middle school mathematics teachers while maintaining an emphasis on critical thinking and mathematical understanding.
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From page 152...
... The group conclu(le(1 that some of the most promising ways to help prospective teachers learn mathematics and develop mathematically are to evaluate research findings that in(licate the core tasks anti mathematical problems prospective teachers need to know and do to accomplish their work. SUMMARY OF THE MAIN POINTS OF THE DISCUSSION Ball's presentation on Teaching Mathematics for Un(lerstan(ling, Schifter's Learning Mathematics for Teaching, Torres' Remo(leling Mathematical Tasks, anti Bastable's Analyzing Student Thinking, all formed the basis for the summary list of characteristics nee(le(1 for maximum effectiveness in identifying anti using core tasks anti mathematical problems:
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From page 153...
... problems have started to appear in the literature as problems actually researched with varying populations to see if those problems really do lead to greater mathematical understanding among prospective teachers as well as students. It would seem advantageous to use proven problems rather than trying to have individual instructors invent new ones that may or may not help rectify the misconceptions that elementary teachers have.
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From page 154...
... The plenary session on the Promising Approaches for Helping Prospective Teachers Learn Mathematics for Teaching aided the group by identifying ways to affect change in the teacher preparation content, including the following: · The establishment of a network to share what misconceptions elementary teachers have and design tasks that get . at those problems, combining best practice and the research.
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Key Terms

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  • deep understanding
  • misconceptions elementary
  • develop mathematically
  • future classrooms

  • methods teachers
  • mathematical thinking
  • content courses
  • design tasks
  • content preparation

  • teach mathematics
  • written work
  • collegial networks
  • plenary session
  • teach students

  • mathematics education
  • content mathematician
  • suggestions center
  • core essential
  • correct approaches


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