Improving Teacher Knowledge in K-12 Schooling

Perspectives on STEM Learning

von

Newton, Xiaoxia A.

BuchGebunden

198 Seiten

Englisch

Springererschienen am23.03.20181st ed. 2018

This volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components consist of teachers' own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improve these system components as a whole and recognize the importance of teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to their students, because these are the only types of mathematical knowledge they have at their disposal, both in terms of what they themselves have learned as K-12 students and in terms of the mathematical resources available to them, including the textbooks they rely on to teach as mathematics teachers.mehr

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KlappentextThis volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components consist of teachers' own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improve these system components as a whole and recognize the importance of teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to their students, because these are the only types of mathematical knowledge they have at their disposal, both in terms of what they themselves have learned as K-12 students and in terms of the mathematical resources available to them, including the textbooks they rely on to teach as mathematics teachers.

Details

ISBN/GTIN978-3-319-71206-2

ProduktartBuch

EinbandartGebunden

Verlag

Springer

Erscheinungsjahr2018

Erscheinungsdatum23.03.2018

Auflage1st ed. 2018

Seiten198 Seiten

SpracheEnglisch

Gewicht414 g

IllustrationenXVII, 198 p. 29 illus.

Artikel-Nr.43812688

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GenreWirtschaft

Inhalt/Kritik

Inhaltsverzeichnis

1. K-12 Mathematical Learning Experiences2. Teachers' and Math Coaches' Understanding of Basic Mathematical Ideas3. Undergraduate STEM Majors' Understanding of Slope4. Opportunities to Learn Mathematics through Professional Development and Instructional Tools5. Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like?6. Placing Mathematics Teachers' Content Training in the Broader Context in the USmehr