Making Explicit the Commonalities of MSP Projects: Learning from Doing

The seven projects discussed in the preceding articles are funded by the National Science Foundation (NSF) Math and Science Partnership (MSP) program (Hamos et al., 2009), which began in 2002. One of the main goals of the MSP program is to build capacity and integrate the work of higher education, especially its STEM disciplinary faculty, with that of K‐12 to strengthen and reform mathematics and science education (Hamos et al., 2009). Thus, the MSP program brought together three sets of people (disciplinary faculty, teacher educators, and school system personnel) who do not usually work together to reform the mathematics and science education of teachers. For many of the MSP partnerships this was the first time that members of these groups were purposefully working together to develop mechanisms designed to 1) increase both preservice and inservice teachers’ mathematical content knowledge for teaching; 2) provide teachers with the opportunity to learn mathematics in the manner in which their students should learn mathematics in order to develop habits of mind similar to those of mathematicians, such as making conjectures and testing them out, modeling contextual situations with mathematics, and persevering in solving problems; and 3) engage all of the partners in collaborative opportunities focused on student learning and assessment. Accordingly, the seven partnerships discussed throughout this issue and other partnerships chose coursework at universities, some combination of coursework and professional development, and/or study groups as the mechanisms to accomplish the objectives of the MSP program

An Alternative Approach to the Traditional Internship

This paper reports the benefits and challenges of incorporating a paired-placement model at four different post-secondary teacher preparation programs in secondary mathematics education. The paired-placement model places two secondary mathematics clinical teachers with one mentor (or cooperating) teacher during their internship experience. Benefits exhibited were increased collaboration, more knowledgeable cooperating teachers, increased sense of community, teaming, pedagogical risk-taking, increased reflective practice, established natural professional learning communities, Plan-Do-Study-Act Cycle (PDSA), and increased accountability. Challenges found through the PDSA cycle include personnel issues, number of days teaching, perceived classroom management preparation, preparing university supervisors, mentors, and teacher candidates, and support for collaboration afterward

Justice and the Mathematics Classroom: Realizing the Goals of the AMTE Standards for Preparing Teachers of Mathematics

This chapter is an introduction to justice in the post-secondary context of mathematics courses for prospective teachers. The chapter is a research-to-practice report (i.e., it describes an aspect of instruction and discusses how it is informed by, connects to, or is illustrative of findings from research). While the reader might be any type of mathematics teacher educator, the focus here is supporting those who teach mathematics content courses for elementary school teacher candidates. In addition to having an effect on discipline-specific knowledge, college mathematics classes contribute to the ways candidates communicate in/with/through mathematics in working with children. The chapter includes discussion of the keys of mathematical literacy: mathematics for and of justice and examples of what the ideas look like in practice. The examples include information from research and a reference case presented as the accumulation of experiences for Kara Thomas and Dr. Rhodes. The case is a means for exemplifying issues such as equity, agency, and identity in the mathematics classroom

The mathematics education of prospective secondary teachers around the world

The topic study group on the mathematics education of prospective secondary teachers is dedicated to sharing and discussing significant new trends and developments in research and practices related to various aspects of the education of prospective secondary mathematics teachers from an international perspective. Teacher education is an area in which, although we have developed an understanding about the process of becoming a teacher, many questions still remain open. Our goal in this topic group is to address some of these questions. We discuss major areas in the field, including the nature and structure of teachers’ knowledge and its development, models and routes of mathematics teacher education, development of professional identities as prospective mathematics teachers, field experiences and their impact on prospective secondary mathematics teachers’ development of the craft of teaching, and use of various technological devices and resources in preparing prospective secondary mathematics teachers.info:eu-repo/semantics/publishedVersio

Summary and Looking Ahead

This is a survey of research on the social and political dimensions of mathematics education. Based on a critical review of current thinking in five selected areas, the survey found that (1) equitable access and participation in mathematics education is achievable in some countries; (2) mathematics is increasingly perceived as a negotiable field of social practices arising from specific needs and serving certain interests; (3) research seems to re-entrench stereotypes about identities that excel at mathematics and tends to assume a binary between structure and agency; (4) the relations between activism, the material conditions of inequality and mathematics education has remained under-developed and under-represented; and, (5) the nature of a society's economic structure influences relations in a classroom and may lead to a marginalisation of mathematics learners, specifically those from poor and working class households

Practitioner\u27s Guide to Technology, Pedagogy, and Content Knowledge (TPACK): Rich Media Cases of Teacher Knowledge

The goal of the TPACK Practitioners Guide is simple--to offer exemplary cases of technology integration efforts that result in curriculum-based student learning in each of the following nine content areas and grade level contexts: Elementary Science, Elementary Math, Elementary Social Studies, Elementary Reading, Middle School Language Arts, Secondary Science, Secondary Math, Secondary Social Studies, and, Secondary English.https://scholarworks.wm.edu/book/1000/thumbnail.jp