33 research outputs found

    chapter 12: The Role of Mathematics in Education for Democracy 1

    Full text link
    Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72282/1/j.1744-7984.2008.00140.x.pd

    Teaching for High Standards: What Policymakers Need to Know and Be Able to Do

    Get PDF
    In this report, Ball and Darling-Hammond discuss the relationship between teacher knowledge and student performance; they summarize what the research suggest about what kinds of teacher education and professional development teachers need in order to learn how ot teach to high standards; and they describe what states are doing to provide these opportunities for teacher learning, and with what effects

    Preface

    Full text link
    Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42654/1/10649_2004_Article_5255440.pd

    Knowing Mathematics for Teaching: Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide?

    Full text link
    Reprinted with permission from the Fall 2005 issue of American Educator, the quarterly journal of the American Federation of Teachers, AFL-CIO.In this article, the authors describe a program of research they have been developing for more than a decade into the mathematical knowledge and skills that are used in teaching. Their research begins with examining the actual work of teaching elementary school mathematics and noting all of the challenges in this work that draw on mathematical resources; this is followed by analyzing of the nature of such mathematical knowledge and skills – how they are held and used – in the work of teaching. Through this type of analyses, they've derived a practice-based portrait of what they call “mathematical knowledge for teaching.” This article traces the development of these ideas and describes this professional knowledge of mathematics for teaching.The research reported in this paper was supported in part by grants from the U.S. Department of Education to the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania (OERI-R308A60003) and the Center for the Study of Teaching and Policy at the University of Washington (OERI-R308B70003); the National Science Foundation (REC-9979863 & REC-0129421, REC-0207649, EHR-0233456, and EHR-0335411), and the William and Flora Hewlett Foundation, and the Atlantic Philanthropies.http://deepblue.lib.umich.edu/bitstream/2027.42/65072/4/Ball_F05.pd

    Reflections on an Emerging Field: Researching Mathematics Teacher Education

    Full text link
    This paper reports a survey of research in mathematics teacher education from 1999 to 2003 done by an international team of five mathematics educators and researchers. The survey included published research in international mathematics education journals, international handbooks of mathematics education and international mathematics education conference proceedings. Some regional sources from various parts of the world were also included. We investigated who was writing, from and in what settings, with what theoretical frameworks, and with what sorts of study designs for what core questions. We also examined the range of findings and conclusions produced in these studies. Our analysis presented here focuses on four themes that stood out from our initial investigation of almost 300 published papers, and systematically elaborated through a focused study of a 160 papers across key journals and conference proceedings in the field. From this vantage point, the paper offers a reflection on the current state of the field of mathematics teacher education research. Our aim is to stimulate discussion that can support the development of the field, not make final pronouncements about its nature.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42657/1/10649_2005_Article_5072.pd

    Prospective Elementary and Secondary Teachers' Understanding of Division

    No full text

    ‘There’s Always Another Agenda’: Marshalling Resources for Mathematics Reform

    No full text
    Contemporary reforms in the US urge deep changes in mathematics teaching and learning and yet classroom practice continues, in many places, to be as conventional as ever. This paper examines how one mid-sized urban district marshalled resources for instruction in mathematics. We appraise the resources afforded by the district to mathematics and offer an argument for why the resource patterns look as they do. In contrast with literacy where staff, experience, and concern were extensive, mathematics lacked parallel resources. We argue that this pattern of resource allocation significantly affected the possibilities for change in the district’s elementary mathematics programme. The magnitude of the changes envisioned by the current mathematics reforms, set against an analysis of the key district players’ ideas, understandings, and agendas, leads us to argue that there is a paradoxical inversion of resources needed to support the kinds of improvements promoted by the mathematics reforms
    corecore