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Suggested Citation:"References." National Academies of Sciences, Engineering, and Medicine. 2018. Supporting Mathematics Teachers in the United States and Finland: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/24904.
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References

Boerst, T., L. Sleep, D. Ball, and H. Bass. 2011. “Preparing Teachers to Lead Mathematics Discussions.” Teachers College Record 113 (12): 2844-2877.

Calderon, V. J. 2014. “Americans Wary of Federal Influence on Public Schools.” Accessed August 8, 2017. http://news.gallup.com/175181/americans-wary-federal-influence-public-schools.aspx.

Chapin, S. H., C. O’Connor, and N. Canavan Anderson. 2013. Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common Core and More, Third Edition. Sausalito, CA: Math Solutions.

Császar, Á. 2006. “Education and Research in Mathematics.” In A Panorama of Hungarian Mathematics in the Twentieth Century I, edited by János Horváth, 555-562. Berlin, Heidelberg: Springer.

Hussman, J. P. 2015. “Presume Competence: A Guide to Successful, Evidence-Based Principles for Supporting and Engaging Individuals with Autism.” Hussman Institute for Autism, accessed September 26, 2017. https://www.autism-mi.org/wp-content/uploads/2015/12/Presume-Competence_Hussman-Institute.pdf.

Husu, J., A. Y. Toom, and S. Patrikainen. 2008. “Guided Reflection as a Means to Demonstrate and Develop Student Teachers’ Reflective Competencies.” Reflective Practice 9(1): 37-51.

Ikäheimo, H., and A. M. Risku. 2004. “Matematiikan Esi- Ja Alkuopetuksesta [on PrePrimary and Primary Mathematics Education].” In Matematiikka—Näkökulmia Opettamiseen Ja Oppimiseen [Mathematics—Approaches to Teaching and Learning] Jyväskyla: NMI.

Ingersoll, R., and H. May. 2011. “Recruitment, Retention and the Minority Teacher Shortage.” Consortium for Policy Research in Education. CPRE Research Report #RR-69.

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Suggested Citation:"References." National Academies of Sciences, Engineering, and Medicine. 2018. Supporting Mathematics Teachers in the United States and Finland: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/24904.
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Mena-Marcos, J. J., E. Sánchez-Miguel, and H. Tillema. 2009. “Teacher Reflection on Action: What Is Said (in Research) and What Is Done (in Teaching).” Reflective Practice 10 (2): 191-204. doi: 10.1080/14623940902786206.

Mena-Marcos, J. J., M. L. García-Rodríguez, and H. Tillema. 2013. “Student Teacher Reflective Writing: What Does It Reveal?” European Journal ofTeacher Education 36 (2): 147-163. doi: 10.1080/02619768.2012.713933.

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Smith, M. S., and M. K. Stein. 2011. 5 Practices for Orchestrating Productive Mathematics Discussions. Reston, VA: The National Council of Teachers of Mathematics, Inc.

Snyder, D. T., and S. A. Dillow. 2015. Digest of Educational Statistics 2013 (NCES 2015-011). Department of Education. National Education Statistics. Washington, DC.

Toom, A., J. Husu, and S. Patrikainen. 2015. “Student Teachers’ Patterns of Reflection in the Context of Teaching Practice.” European Journal of Teacher Education 38 (3): 320-340. doi: 10.1080/02619768.2014.943731.

Toom, A., J. A. Leijen, R. Allas, and J. Husu. 2015. Supporting Student Teachers’ Action-Oriented Knowledge Construction via Collegial Reflection. Available at www.acttea.ut.ee.

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Suggested Citation:"References." National Academies of Sciences, Engineering, and Medicine. 2018. Supporting Mathematics Teachers in the United States and Finland: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/24904.
×
Page 61
Suggested Citation:"References." National Academies of Sciences, Engineering, and Medicine. 2018. Supporting Mathematics Teachers in the United States and Finland: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/24904.
×
Page 62
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For the past 17 years, the U.S. National Commission on Mathematics Instruction (USNC/MI) has held workshops with mathematics educators from countries that typically perform well on international assessments and have a history of strong mathematics education programs, such as Japan, China, and South Korea. Finland is among this group. Even though its mathematics education system has some common characteristics with other top-performing nations, such as a great social respect for the teaching profession, it also has unique characteristics.

The USNC/MI, a standing committee of the National Academies of Sciences, Engineering, and Medicine, planned a workshop at which U.S. and Finnish mathematics educators could exchange information and ideas about the preparation of new mathematics teachers and the means of providing them with support and professional development throughout their careers. While this is not the first time U.S. and Finnish mathematics educators have discussed educational practices, this workshop focused primarily on teacher development in both nations in the context of mathematics education. This publication summarizes the presentations and discussions from the workshop.

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