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This volume brings together recent research and commentary in
secondary school mathematics from a breadth of contemporary
Canadian and International researchers and educators. It is both
representative of mathematics education generally, as well as
unique to the particular geography and culture of Canada. The
chapters address topics of broad applicability such as technology
in learning mathematics, recent interest in social justice contexts
in the learning of mathematics, as well as Indigenous education.
The voices of classroom practitioners, the group ultimately
responsible for implementing this new vision of mathematics
teaching and learning, are not forgotten. Each section includes a
chapter written by a classroom teacher, making this volume unique
in its approach. We have much to learn from one another, and this
volume takes the stance that the development of a united vision,
supported by both research and professional dialog, provides the
first step.
This volume brings together recent research and commentary in
secondary school mathematics from a breadth of contemporary
Canadian and International researchers and educators. It is both
representative of mathematics education generally, as well as
unique to the particular geography and culture of Canada. The
chapters address topics of broad applicability such as technology
in learning mathematics, recent interest in social justice contexts
in the learning of mathematics, as well as Indigenous education.
The voices of classroom practitioners, the group ultimately
responsible for implementing this new vision of mathematics
teaching and learning, are not forgotten. Each section includes a
chapter written by a classroom teacher, making this volume unique
in its approach. We have much to learn from one another, and this
volume takes the stance that the development of a united vision,
supported by both research and professional dialog, provides the
first step.
This book is an edited volume addressing specific issues of
significance for individuals involved with the undergraduate
mathematics content preparation of prospective elementary teachers
(PSTs). Teaching mathematics content courses to this group of
students presents unique challenges. While some PSTs enter their
teacher preparation with weak mathematical skills and knowledge,
many also hold negative attitudes, anxiety, and misguided beliefs
about mathematics. This book is designed to support instructors who
teach these students in mathematics content for elementary teachers
courses. Elementary teachers need a richly developed understanding
of the mathematics they are teaching in order to teach it
effectively. Providing them with the needed preparation is
difficult, but can be eased with a solid understanding of the
mathematical concerns and limitations PSTs bring to the learning of
mathematics and a familiarity with the standards and curricula
topics PSTs will be expected to teach. Chapter One makes the
argument that elementary mathematics is not trivial. This is
followed by an analysis of four central issues related to the
mathematical preparation of elementary teachers, specifically: (1)
selecting/creating/modifying and implementing mathematical tasks
(2) noticing/understanding children's ways of thinking as a
foundation for learning mathematics, (3) developing mathematical
habits of mind in PSTs, and (4) understanding the role affect plays
in the mathematical learning of PSTs. The final chapter presents
three international examples of programs that currently consider
these factors in the implementation of their courses.
This book is an edited volume addressing specific issues of
significance for individuals involved with the undergraduate
mathematics content preparation of prospective elementary teachers
(PSTs). Teaching mathematics content courses to this group of
students presents unique challenges. While some PSTs enter their
teacher preparation with weak mathematical skills and knowledge,
many also hold negative attitudes, anxiety, and misguided beliefs
about mathematics. This book is designed to support instructors who
teach these students in mathematics content for elementary teachers
courses. Elementary teachers need a richly developed understanding
of the mathematics they are teaching in order to teach it
effectively. Providing them with the needed preparation is
difficult, but can be eased with a solid understanding of the
mathematical concerns and limitations PSTs bring to the learning of
mathematics and a familiarity with the standards and curricula
topics PSTs will be expected to teach. Chapter One makes the
argument that elementary mathematics is not trivial. This is
followed by an analysis of four central issues related to the
mathematical preparation of elementary teachers, specifically: (1)
selecting/creating/modifying and implementing mathematical tasks
(2) noticing/understanding children's ways of thinking as a
foundation for learning mathematics, (3) developing mathematical
habits of mind in PSTs, and (4) understanding the role affect plays
in the mathematical learning of PSTs. The final chapter presents
three international examples of programs that currently consider
these factors in the implementation of their courses.
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