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Knowing and Learning Mathematics for Teaching Proceedings of a Workshop (2001) / Chapter Skim
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Workshop Overview: Knowing and Learning Mathematics for Teaching
Pages 3-7

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From page 3...
... Mathematics teacher educators, mathematics education researchers, mathematicians, K-12 school supervisors, and classroom teachers explored these two questions by considering actual tasks of teaching practice, such as remodeling problems, analyzing student work, or managing discussions. For the broader mathematics education community, the papers and reports collected in this proceedings are intended to inform and provoke discussion of these questions and the issues surrounding them.
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From page 4...
... Profound understanding indicates a deep, vast, and thorough knowledge of the subject. According to Ma, teachers with PUFM are able to reveal anti represent mathematical ideas in ways that are connected, that display multiple perspectives and awareness of basic ideas of mathematics, and that have longitudinal coherence.
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From page 5...
... In the process, the participants considered issues related to teachers' understanding of mathematical language, the un(lerlying mathematical i(leas, anti ways of reasoning, and the prior knowledge of both teacher and student. The session led by Michaele Chappell centered on the teachers' mathematical knowledge, skills, and dispositions that matter in examining and analyzing student work.
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From page 6...
... Jill Lester, Virginia Bastable, anti Deborah Schifter illustrate(1 the development of mathematical content knowledge through a (liscussion of programs and practices from Developing Mathematical Ideas, a mathematics inservice program for teachers. Participants worked through a case on number and discussed how this provided the opportunity for preservice anti inservice teachers to learn mathematics.
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From page 7...
... loan FerriniMundy, the panel moderator, suggested potential sites of practice other than those featured at the Workshop that could be vehicles for learning mathematics and offered an initial set of reasons why sites of practice are useful as ways to develop teacher knowledge. Deborah Ball closed the Workshop by observing that it was not designed to provide answers to the many questions about teacher content knowledge but to serve as an intellectual resource for the participants to use in framing their own work.
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Key Terms

  • fundamental mathematics
  • content knowledge
  • learn mathematics
  • mathematical thinking
  • elementary teachers

  • concurrent sessions
  • mathematical ideas
  • deborah ball
  • mathematics education
  • virginia bastable

  • help teachers
  • helping teachers
  • prospective elementary
  • mathematics teacher
  • teacher preparation

  • analyzing student
  • genevieve knight
  • session led
  • student work
  • teachers learn

  • professional activities
  • materials enables
  • plenary session
  • common struggle
  • tasks featured

  • prepare students
  • teacher knowledge
  • initial set
  • preservice teacher
  • content base


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