The Preparation of Teachers of Mathematics Considerations and Challenges: A Letter Report (1996) / Chapter Skim
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Challenges in the Preparation of K-12 Teachers of Mathematics
Challenges in the Preparation of K-12 Teachers of Mathematics
Pages 3-12
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From page 3... ...
In general, current requirements for certification of teachers of school mathematics, particularly at the elementary and middle school levels, and the learning experiences of prospective teachers within college mathematics classes fall far short of these goals." With the publication of the NCTM Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and the ensuing development of curriculum materials reflecting the mathematical emphases of the Standards, teachers face subjects, such as data analysis and discrete mathematics, not traditionally included in preservice preparation programs.
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Many mathematics teacher educators content! that teachers, in addition to knowing mathematics, also need to know ancl experience mathematical inquiry ant!
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From page 5... ...
At advanced levels prospective secondary teachers sometimes take courses in abstract algebra, linear algebra, geometry, and real analysis along with other mathematics majors, and sometimes take courses specially designed for prospective teachers. Reform documents promote learning through active engagement with subject matter, both for students and for prospective teachers.
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From page 6... ...
There is growing consensus among mathematics teacher educators and researchers (Ball, in press; Even & Lappan, ~ 994; Schifter, in press; Thompson & Thompson, 11994) that preparing future teachers to be effective in the standards-based reform climate depends in part upon teachers' experience of "qualitatively different and significantly richer understanding of mathematics than most teachers currently possess" (Schifter & Bastable, 1995, p.
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From page 7... ...
There is increased evidence that prospective teachers can learn about teaching mathematics from studying the "practice of mathematics teaching." Several projects are underway in which actual mathematics classrooms, or suitable proxies, become fruitful sites for learning about mathematics teaching. Some preservice and inservice teacher education projects are beginning to draw heavily on video excerpts from classrooms as the material from which students can learn about mathematics teaching (Ball, Lampert, & Rosenberg, ~ 99 I)
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Not only are prospective K-~2 teachers faced with teaching mathematics in ways they have never experienced in the reform climate, but mathematics teacher educators are faced with helping teachers learn to teach in a way that they themselves have probably neither experienced nor used much. Often the mathematics faculty members who teach content courses for elementary school teachers are isolated in their departments, without colleagues to consult about new trends and materials.
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From page 9... ...
assumptions about what is important in mathematics teacher preparation. These stakeholders include mathematics teacher education faculty, school of education faculty, mathematics faculty, faculty in community colleges, supervisors of clinical experiences, cooperating teachers in clinical experiences, and administrators in clinical settings.
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From page 10... ...
Decisions and policies made in schools of education, state agencies, national organizations concerned with licensure, accreditation, and standards-setting efforts for teacher credentialling, will affect specifically the mathematics preparation of teachers. Because mathematics teacher educators face very challenging problems in the more limited domain of mathematics, there is little research or codified practice to inform our thinking about how infrastructure shifts might either facilitate or impede mathematics teacher preparation, and about how the mathematics community might engage effectively in policy-related work.
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From page 11... ...
, little of that work has been analyzed or used by the mathematics education community. Comparative study of mathematics teacher preparation activity in other countries might also be rewarding, especially as the results of the Third International Mathematics and Science Study (US National Research Center, ~ 995)
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From page 12... ...
Specifically, we recommend continued attention to the research knowledge base in mathematics teacher preparation, a relationship between teacher preparation research and practice which enables both enterprises to be more effective, the creation of diverse sets of resources for mathematics teacher preparation, and heightened emphasis on providing faculty development. We see a need for efforts that will join the many parts of the mathematics teacher preparation enterprise in productive collaborations to address these challenges.
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