The mathematical education of teachers
 Responsibility
 Conference Board of the Mathematical Sciences.
 Language
 English.
 Imprint
 Providence, R.I. : American Mathematical Society, in cooperation with Mathematical Association of America, Washington, D.C., c2001
 Physical description
 v. ; 26 cm.
 Series
 Issues in mathematics education ; v. 11.
Access
Available online
Math & Statistics Library

Stacks
 Library has: 2 v.

Unknown
QA13 .M1515 2001

Unknown
QA13 .M1515 2001 V.2
More options
Creators/Contributors
Contents/Summary
 Bibliography
 Includes bibliographical references.
 Contents

 Part 1: Changing expectations, new realizations General recommendations Recommendations for elementary teacher preparation Recommendations for middle grades teacher preparation Recommendations for high school teacher preparation Recommendations for technology in teacher preparation Relevant reports Part 2: The preparation of elementary teachers The preparation of middle grades teachers The preparation of high school teachers.
 (source: Nielsen Book Data)
 Publisher's Summary
 Now is a time of great interest in mathematics education. Student performance, curriculum, and teacher education are the subjects of much scrutiny and debate. Studies on the mathematical knowledge of prospective and practicing U. S. teachers suggest ways to improve their mathematical educations. It is often assumed that because the topics covered in K12 mathematics are so basic, they should be easy to teach. However, research in mathematics education has shown that to teach well, substantial mathematical understanding is necessaryeven to teach wholenumber arithmetic. Prospective teachers need a solid understanding of mathematics so that they can teach it as a coherent, reasoned activity and communicate its elegance and power. This volume gathers and reports current thinking on curriculum and policy issues affecting the mathematical education of teachers. It considers two general themes: (1) the intellectual substance in school mathematics; and (2) the special nature of the mathematical knowledge needed for teaching. The underlying study was funded by a grant from the U.S. Department of Education. The mathematical knowledge needed for teaching is quite different from that required by students pursuing other mathematicsrelated professions. Material here is geared toward stimulating efforts on individual campuses to improve programs for prospective teachers. This report contains general recommendations for all grades and extensive discussions of the specific mathematical knowledge required for teaching elementary, middle, and highschool grades, respectively. It is also designed to marshal efforts in the mathematical sciences community to back important national initiatives to improve mathematics education and to expand professional development opportunities. The book will be an important resource for mathematics faculty and other parties involved in the mathematical education of teachers. Information for our distributors: This series is published in cooperation with the Mathematical Association of America.
(source: Nielsen Book Data)
Subjects
Bibliographic information
 Beginning date
 2001
 Series
 Issues in mathematics education, 1047398X ; v. 11, v. 17
 ISBN
 0821828991 (alk. paper)
 9780821828991 (alk. paper)