Knowing and Learning Mathematics for Teaching Proceedings of a Workshop (2001) / Chapter Skim
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Question #2
Question #2
Pages 137-143
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From page 137... ...
What mathematics beyond what is taught in class must a teacher know to do a good job teaching mathematics in that class? Leader: Carol LaCampagne; Members: Don Balka, Irene Bloom, Carey Bolster, Blanche Browniey, Iudy Kasahian, Cathy Liehars, Deborah Schifter ASSUMPTIONS MADE IN FRAMING THE DISCUSSION Group 2 had some trouble distinguishing between necessary teacher knowIedge of mathematics (Question I)
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From page 138... ...
The good teacher is flexible and may change the lesson plan because of student discourse but ultimately keeps an eye on the "big mathematical picture." This teacher chooses the appropriate language of mathematics for the discourse and encourages students to use common ways to talk about mathematics and common ways to judge the mathematical truth of an argument. The good teacher listens to student ideas.
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From page 139... ...
Nowhere was the honing in on teaching skills more apparent than in the presentation by Liping Ma concerning Chinese teachers.
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From page 140... ...
What mathematics beyond what is taught in class must a teacher know to do a good job teaching mathematics in that class? Lea(ler: hilly Sowder; Members: Benjamin Ford, Jim Lewis, Olga Torres, Rosamond Welchman ASSUMPTIONS MADE IN FRAMING THE DISCUSSION The use of the adjective "mathematical" in this question led to discussion of how to distinguish mathematical instincts, sensibilities and dispositions from pedagogical ones, such as the disposition to listen carefully to and reflect on students' responses.
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From page 141... ...
when analyzing student work. In aciclition, remocleling tasks on the fly, as was examined in another of Saturciay's breakout sessions, requires the ability to quickly discern those aspects of a problem that are causing it to be unsuccessful in getting at the clesirec!
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From page 142... ...
Liping Ma's work (1999) , (liscusse(1 in the opening plenary session of the meeting, emphasizes the importance of"fun(lamental mathematics." The teacher with the disposition we are describing here has a deep understanding of fundamental mathematics and can quickly identify the core ideas in any topic.
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From page 143... ...
In many places, teachers have support for a few days of inservice work, but this amount of time is not sufficient to undertake the development spoken of here. The work described by Schifter, Bastable, and Lester in their session on alternative approaches to helping teachers learn QUESTION #2 mathematics is one promising approach to teacher development, but there are few such opportunities available to teachers.
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