Search Results for developing-deep-knowledge-in-middle-school-mathematics

This textbook is for prospective teachers of middle school mathematics.

Author: Sergei Abramovich

Publisher: Springer Nature

ISBN: 9783030685645

Category: Education

Page: 433

View: 510

This textbook is for prospective teachers of middle school mathematics. It reflects on the authors’ experience in offering various mathematics education courses to prospective teachers in the US and Canada. In particular, the content can support one or more of 24-semester-hour courses recommended by the Conference Board of the Mathematical Sciences (2012) for the mathematical preparation of middle school teachers. The textbook integrates grade-appropriate content on all major topics in the middle school mathematics curriculum with international recommendations for teaching the content, making it relevant for a global readership. The textbook emphasizes the inherent connections between mathematics and real life, since many mathematical concepts and procedures stem from common sense, something that schoolchildren intuitively possess. This focus on teaching formal mathematics with reference to real life and common sense is essential to its pedagogical approach. In addition, the textbook stresses the importance of being able to use technology as an exploratory tool, and being familiar with its strengths and weaknesses. In keeping with this emphasis on the use of technology, both physical (manipulatives) and digital (commonly available educational software), it also explores e.g. the use of computer graphing software for digital fabrication. In closing, the textbook addresses the issue of creativity as a crucial aspect of education in the digital age in general, and in mathematics education in particular.
2021-05-10 By Sergei Abramovich

(For more information on developing students' deep mathematical understanding, we suggest reading Chapter 5 of Catalyzing Change Middle School Mathematics: Initiating Critical Conversations [NCTM, 2020b].) Along the way in this book, ...

Author: Sarah B. Bush

Publisher: Corwin Press

ISBN: 9781544399584

Category: Education

Page: 208

View: 665

A schoolwide solution for students’ mathematics success! Do you sometimes start to teach a mathematics concept and feel like you’re staring at a sea of bewildered faces? What happens when you discover students previously learned a calculation trick or a mnemonic that has muddied their long-term understanding? When "rules" seem to change from year to year, teacher to teacher, or school to school, mathematics can seem like a disconnected mystery for students. Clear up the confusion with a Mathematics Whole-School Agreement! Expanded from the highly popular "Rules that Expire" series of NCTM articles, this essential guide leads educators through the collaborative step-by-step process of establishing a coherent and consistent learner-centered and equitable approach to mathematics instruction. Through this work, you will identify, streamline, and become passionate about using clear and consistent mathematical language, notations, representations, rules, and generalizations within and across classrooms and grades. Importantly, you’ll learn to avoid "rules that expire"—tricks that may seem to help students in one grade but hurt in the long run. Features of this book include · Abundant grade-specific examples · Effective working plans for sustainability · Barrier-busting tips, to-dos, and try-it-outs · Practical templates and checklists · PLC prompts and discussion points When teachers unite across grades, students hit the ground running every year. Take the next step together as a team and help all your students build on existing understanding to find new success and most importantly, love learning and doing mathematics!
2020-09-19 By Sarah B. Bush

These two new courses provide opportunities to revisit mathematics topics in ways that allow students to develop a deeper understanding of the subtle ideas and relationships involved in the content of middle school mathematics.

Author: Mary B. Eron

Publisher: IAP

ISBN: 9781623969448

Category: Mathematics

Page: 241

View: 434

(Orginally published in 2005) This monograph represents the work of many mathematics teacher educators explored the content knowledge and pedagogical knowledge that make up the middle grades learning experience. The middle grades remains a unique period of time in students' development and as such provides both challenges and promising opportunities for those who prepare teachers of middle grades mathematics. This work is the final product of an exciting NSF supported endeavor that gathered leaders in the field and explored curriculum, case studies of program models at several institutions, as well as issue papers on such key topics as assessment, technology, and preparing culturally responsive teachers. AMTE hopes this monograph will stimulate discussion and bring attention to this critical period of schooling.
2015-10-01 By Mary B. Eron

To make significant changes, professional development must provide opportunities for teachers to: • Develop a deeper understanding of mathematics and a broader view of what constitutes mathematical knowledge • Strengthen their knowledge ...

Author: Margaret R. Meyer

Publisher: IAP

ISBN: 9781607528104

Category: Mathematics

Page: 317

View: 301

Associate Editors Fran Arbaugh, University of Missouri–Columbia, David C. Webb, University of Colorado at Boulder and Murrel Brewer Hoover, WVSTEM Center @ Marshall University The purpose of this book is to document the work of the Show-Me Project (1997–2007) and to highlight lessons learned about curriculum implementation. Although the Show-Me Project was charged with promoting the dissemination and implementation of four distinct comprehensive curriculum programs (Connected Mathematics, Mathematics in Context, MathScape, and MathThematics), most of the lessons learned from this work are not curriculum specific. Rather, they cut across the four programs and share commonalities with standards-based curriculum reform at any level. We believe that documenting these lessons learned will be one of the legacies of the Show-Me Project. We anticipate that the comprehensive nature of this work will attract readers from multiple audiences that include state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators. Those about to embark on the review of curriculum materials will appreciate reading about the processes employed by other districts. Readers with interests in a particular curriculum program will be able to trace the curriculum-specific chapters to gain insights into how the design of the curricula relate to professional development, adoption and implementation issues, and teachers’ personal experience using the curriculum materials. Individuals who provide professional development at the middle grades level will find chapters that they can use for both general and focused discussions. Teachers at all stages of implementation will recognize their own experiences in reading and reflecting on the stories of teacher change. Mathematics educators will find ideas on how these curricula can be used in the preparation of preservice middle grades teachers.
2008-12-01 By Margaret R. Meyer

for teacher learning are needed to develop mathematics teachers that are well prepared for teaching assignments ... At the middle and high school mathematics levels, the curriculum includes a large diversity of mathematical ideas to be ...


Publisher: BRILL

ISBN: 9789004418967

Category: Education

Page: 456

View: 167

Tools and Processes in Mathematics Teacher Education describes and analyze various promising tools and processes, from different perspectives, aimed at facilitating mathematics teacher learning/development. It provides insights of how mathematics teacher educators think about and approach their work with teachers.
2019-12-16 By

knowledge requirements of MTEs and mathematics teachers in terms of the greater depth and width of MTE knowledge (Escudero-Ávila et al., ... Principal differences centre on the professional mathematicians' deep knowledge of mathematics, ...

Author: Merrilyn Goos

Publisher: Springer Nature

ISBN: 9783030624088

Category: Education

Page: 455

View: 416

Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
2021-04-07 By Merrilyn Goos

A Language-Focused Approach to Helping All Students Develop a Deeper Understanding of Mathematics Concepcion Molina. my mathematics knowledge. ... This work focused primarily on middle schools, but included elementary schools as well.

Author: Concepcion Molina

Publisher: John Wiley & Sons

ISBN: 9781118095706

Category: Education

Page: 275

View: 844

Teaching K-12 math becomes an easier task when everyone understands the language, symbolism, and representation of math concepts Published in partnership with SEDL, The Problem with Math Is English illustrates how students often understand fundamental mathematical concepts at a superficial level. Written to inspire ?aha? moments, this book enables teachers to help students identify and comprehend the nuances and true meaning of math concepts by exploring them through the lenses of language and symbolism, delving into such essential topics as multiplication, division, fractions, place value, proportional reasoning, graphs, slope, order of operations, and the distributive property. Offers a new way to approach teaching math content in a way that will improve how all students, and especially English language learners, understand math Emphasizes major attributes of conceptual understanding in mathematics, including simple yet deep definitions of key terms, connections among key topics, and insightful interpretation This important new book fills a gap in math education by illustrating how a deeper knowledge of math concepts can be developed in all students through a focus on language and symbolism.
2012-09-04 By Concepcion Molina

There was no distinction in preparing mathematics teachers for middle and high schools. Whether graduates work in high school or middle school ... One focuses on developing a deep understanding of the mathematics they will be teaching.

Author: Rongjin Huang

Publisher: Springer Science & Business Media

ISBN: 9783658036720

Category: Education

Page: 179

View: 650

Rongjin Huang examines teachers’ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey. Based on an extensive quantitative and qualitative data analysis the author comes to the following conclusions: The Chinese participants demonstrate a stronger knowledge of algebra for teaching and the Chinese participants’ structure of knowledge of algebra for teaching is much more interconnected. Chinese participants show flexibility in choosing appropriate perspectives of the function concept and in selecting multiple representations. Finally, the number of college mathematics and mathematics education courses taken impacts the teachers’ knowledge of algebra for teaching.
2014-03-20 By Rongjin Huang

helping young students learn to “think algebraically,” leading to greater achievement in high school; ... developing deep and meaningful understanding of mathematics by helping students talk and write about the significance of their ...

Author: Carole Skalinder

Publisher: Guilford Press

ISBN: 9781593857189

Category: Education

Page: 184

View: 221

Many K–6 teachers--and students--still think of mathematics as a totally separate subject from literacy. Yet incorporating math content into the language arts block helps students gain skills for reading many kinds of texts. And bringing reading, writing, and talking into the math classroom supports the development of conceptual knowledge and problem solving, in addition to computational skills. This invaluable book thoroughly explains integrated instruction and gives teachers the tools to make it a reality. Grounded in current best practices for both language arts and math, the book includes planning advice, learning activities, assessment strategies, reproducibles, and resources, plus a wealth of examples from actual classrooms.
2008-05-06 By Carole Skalinder

This program, which leads to an endorsement in middle school mathematics, addresses both mathematics content and ... and graduate programs, students are encouraged to develop a deep understanding of elementary mathematics concepts.

Author: Sandy Schuck

Publisher: Springer Science & Business Media

ISBN: 9789400704619

Category: Education

Page: 192

View: 640

In this book, internationally recognised scholars and practitioners synthesise current practice and research developments in the area of mathematics teacher education and mathematics education. The book’s two sections examine the role and significance of collaborations and critical friends in the self-study of mathematics teaching and teacher education; and the emerging conflicts, dilemmas and incongruities arising from the study of mathematics education practices. The book considers the insights gained from self-analysis regarding the practitioner themselves, as well as their pedagogical content, students and approaches. The contributions highlight the complexity, characteristics and features of mathematics education. The chapters reveal nuances in teaching and learning that are of particular relevance in mathematics education. In addition, the book contains ideas and suggestions on how to enhance the teaching of mathematical content to pre-service teachers. Accordingly, the book appeals to a wide audience of educators—including education academics, teachers, student teachers and researchers. As teacher educators involved in mathematics education, reflection on practice and engagement in practitioner research is becoming increasingly important in our efforts to enhance our teaching. Teachers and student teachers also gain from the insights arising from such reflection. The knowledge and experience encapsulated in this book provides much for the mathematics education community to build on.
2011-02-04 By Sandy Schuck