Knowing and Learning Mathematics for Teaching Proceedings of a Workshop (2001) / Chapter Skim
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Question #5
Question #5
Pages 155-162
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From page 155... ...
At each level preservice, student teaching, and inservice there is a need for teachers to talk with others so they can tap into the shared knowledge of all practitioners in the field. SUMMARY OF THE MAIN POINTS OF DISCUSSION Preservice teachers can synthesize mathematical content and pedagogical content knowledge through core conversations with other members of the mathematics education community.
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From page 156... ...
Early apprenticeships in mathematics teaching must be require(1 in the teacher preparation program. One way to make sure preservice teachers feel connected to the larger mathematics education community is to require fiel(1 experiences early in their college careers experiences that go beyond the level of classroom observation anti that engage prospective teachers in some actual acts of teaching.
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From page 157... ...
curriculum is a "mile wide and an inch deep," as the Third International Mathematics and Science Study researchers suggest, what implications does this have for our preservice curriculum? The Texas Statewide Systemic Initiative's Guidelines for the Mathematical Preparation of Prospective Elementary Teachers (Molina, Hull, & Schielack, 1997)
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From page 158... ...
Following the description are three assertions about promising practices in teacher preparation that support the (levelopment of these qualities. Teachers who use mathematical insight and knowledge in the context of practice draw from a coherent view of the development of mathematical ideas in elementary school children.
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From page 159... ...
Teachers who believe that mathematics is no more than a set of rules, a collection of techniques, or a list of vocabulary terms are less likely to see mathematical inquiry as relevant to the teaching process and, therefore, less likely to take advantage of teachable moments that fall outside of these definitions. However, if the process of inquiry (exploration, conjecture, and prooD is part of what a teacher believes is mathematically relevant and important, then such a teacher is more walling to wrestle with mathematics ideas on their own and thus better prepared to build on student insights for fostering student learning.
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From page 160... ...
Mathematics teacher educators are encouraged to design experiences for prospective teachers and teachers to study and analyze "teachable moments" in the classroom (some where teachers capitalize on such moments and others where teachers miss teachable moments)
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From page 161... ...
How wall teachers and the school districts in which they work be motivated to value learning more about the mathematics that they teach? The Workshop was a good start toward establishing the intellectual intensity of mathematics teacher education: that knowing and teaching elementary mathematics is anything but elementary.
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