Knowing and Learning Mathematics for Teaching Proceedings of a Workshop (2001) / Chapter Skim
Currently Skimming:
What Kinds of Mathematical Knowledge Matter in Teaching?
What Kinds of Mathematical Knowledge Matter in Teaching?
Pages 65-74
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From page 65... ...
PANELISTS Perspectives from a Mathematician Alan Tucker, State University of New York-Stony Brook Perspectives Tom a Mathematics Educator Deborah Scriber, Education Development Center, Inc. Perspectives from the Community College Gladys VVhitehead, Prince George's County, Maryland, Public Schools
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From page 66... ...
The focus is not mathematical knowledge or mathematical reasoning; ~ believe there is a more generic way of reasoning in which we're interested here. Just a quick aside, at the University of Maine, the math department and the English department are in the same building, and one is at the north wing and the other is at the south end, on every floor.
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From page 67... ...
The taste in mixing these (lifferent approaches, in mixing pure things with applied things, is, ~ think, where the excitement lies. Despite widespread concerns about the mathematical education of young people and about the general public's mathematical literacy, I'(1 like to strike a positive note in my conclusion.
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From page 68... ...
While we lament students' skills, people have, at a common level, a knowledge base right now that is pretty high. One of the exciting challenges for teachers is to build on this knowledge.
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From page 69... ...
When we looked at Deborah Ball's video this morning, we paid particular attention to how she was helping her students articulate how they figured things out and how she used their own logic to show them the elements of a mathematical argument. This points to a first item that could be added to our list.
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From page 70... ...
The list generate(1 by our thinking included: Teachers need to learn that mathematics makes sense and that they should approach mathematics with the expectation that they can make sense of it. It seems to me that many, perhaps most people teachers among them gra(luating from our high schools and colleges are separate(1 very early on from their own mathematical sense-making abilities.
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From page 71... ...
When we talk about what's missing in teachers' mathematical knowIedge, about mathematical capacities that are lacking, it is often with a tone of disparagement. But if we want to encourage teachers to venture forward, to make public their mathematical ideas which are often just baby steps and, in many ways, not so far ahead of the thir(l-gra(le children we saw on videotape as we're working to help teachers develop their mathematical capacities, we must act with respect and generosity.
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From page 72... ...
~ have been at the community college, where we were training elementary education majors and constantly struggling with these concerns: (~) have we given them enough content, anti (2)
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From page 73... ...
The public schools have always been ahead of us. Prince George's is one of the most progressive community colleges in the state of Marylan(l.
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