Knowing and Learning Mathematics for Teaching Proceedings of a Workshop (2001) / Chapter Skim
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Introduction
Introduction
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Despite the plethora of recommendations over the past forty years, questions about what mathematics content teachers need to know, how and where they should come to know the material, what they nee(1 to know about the nature anti practice of mathematics, and how their knowle(lge of mathematics relates to teaching practice, though fundamental, are largely unresolve(1 in current research. There is a tremendous need to address these questions systematically, to develop new ways of thinking about the role of content knowledge in teacher preparation, anti to identify focused questions for future research involving members of the mathematics education community mathematicians, scientists, mathematics educators, teacher educators, K-12 teachers, anti administrators.
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To some, there is the perception that these two perspectives are mutually exclusive, while others look for a balance. Recently developed standardsbased K-5 curriculum materials impose substantial new mathematical demands on K-5 teachers, and developers worry that teacher preparation courses will not adequately prepare teachers to employ these mathematically challenging materials in the classroom or to manage the mathematical discussions that emerge in classrooms when they are used.
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