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Mathematics teacher education includes the mathematics content
teachers need to understand, ways that pedagogical approaches are
developed, messages about the nature of mathematics teaching and
learning, and interfaces between tertiary preparation and school
contexts. Scholars from Sweden, France, Malawi, Singapore, New
Zealand, Brazil, the USA, and Canada provide insights for the
mathematics education community's understanding of how teacher
educators structure, develop, and implement their respective
mathematics teacher education programs. Several themes emerged
across the chapters, including: varied approaches to developing
culturally responsive pedagogies and/or Indigenous perspectives;
issues and challenges in fostering partnerships and collaborations;
strategies for developing mathematics knowledge for teaching; and
preparing flexible and resourceful teachers
Curriculum can be defined in a variety of ways. It might be viewed
as a body of knowledge, a product, or a process. Curricula can
differ as they are conceptualized from various theoretical
perspectives to address the needs of teachers, students, and the
context of schooling. One reason to study curriculum is "to reveal
the expectations, processes and outcomes of students' school
learning experiences that are situated in different cultural and
system contexts. ... further studies of curriculum practices and
changes aremuch needed to help ensure the success of educational
reforms in the different cultural and system contexts" (Kulm &
Li, 2009, p.709). This volume highlights international perspectives
on curriculum and aims to broaden the wider mathematics education
community's understandings of mathematics curriculum through
viewing a variety of ways that curricula are developed, understood,
and implemented in different jurisdictions/countries. Within this
volume, we define curriculum broadly as the set of mathematics
standards or outcomes, the messages inherent in mathematics
curriculum documents and resources, how these standards are
understood by a variety of stakeholders, and how they are enacted
in classrooms. The focus is on the written, implied, and enacted
curriculum in various educational settings throughout the world.
The mathematics curriculum - what mathematics is taught, to whom it
is taught, and when it is taught - is the bedrock to understanding
what mathematics students can, could, and should learn. Today's
digital technology influences the mathematics curriculum in two
quite different ways. One influence is on the delivery of
mathematics through hardware such as desktops, laptops, and
tablets. Another influence is on the doing of mathematics using
software available on this hardware, but also available on the
internet, calculators, or smart phones. These developments, rapidly
increasing in their availability and decreasing in their cost,
raise fundamental questions regarding a mathematics curriculum that
has traditionally been focused on paper-and-pencil work and taught
in many places as a set of rules to be practiced and learned. This
volume presents the talks given at a conference held in 2014 at the
University of Chicago, sponsored by the Center for the Study of
Mathematics Curriculum. The speakers - experts from around the
world and inside the USA - were asked to discuss one or more of the
following topics: changes in the nature and creation of curricular
materials available to students transformations in how students
learn and how they demonstrate their learning rethinking the role
of the teacher and how students and teachers interact within a
classroom and across distances from each other The result is a set
of articles that are interesting and captivating, and challenge us
to examine how the learning of mathematics can and should be
affected by today's technology.
This book provides an overview of current research on a variety of
topics related to both large-scale and classroom assessment. First,
the purposes, traditions and principles of assessment are
considered, with particular attention to those common to all levels
of assessment and those more connected with either classroom or
large-scale assessment. Assessment design based on sound assessment
principles is discussed, differentiating between large-scale and
classroom assessment, but also examining how the design principles
overlap. The focus then shifts to classroom assessment and provides
specific examples of assessment strategies, before examining the
impact of large-scale assessment on curriculum, policy,
instruction, and classroom assessment. The book concludes by
discussing the challenges that teachers currently face, as well as
ways to support them. The book offers a common language for
researchers in assessment, as well as a primer for those interested
in understanding current work in the area of assessment. In
summary, it provides the opportunity to discuss large-scale and
classroom assessment by addressing the following main themes:
*Purposes, Traditions and Principles of Assessment *Design of
Assessment Tasks *Classroom Assessment in Action *Interactions of
Large-Scale and Classroom Assessment *Enhancing Sound Assessment
Knowledge and Practices It also suggests areas for future research
in assessment in mathematics education.
Mathematics teacher education includes the mathematics content
teachers need to understand, ways that pedagogical approaches are
developed, messages about the nature of mathematics teaching and
learning, and interfaces between tertiary preparation and school
contexts. Scholars from Sweden, France, Malawi, Singapore, New
Zealand, Brazil, the USA, and Canada provide insights for the
mathematics education community's understanding of how teacher
educators structure, develop, and implement their respective
mathematics teacher education programs. Several themes emerged
across the chapters, including: varied approaches to developing
culturally responsive pedagogies and/or Indigenous perspectives;
issues and challenges in fostering partnerships and collaborations;
strategies for developing mathematics knowledge for teaching; and
preparing flexible and resourceful teachers
The mathematics curriculum - what mathematics is taught, to whom it
is taught, and when it is taught - is the bedrock to understanding
what mathematics students can, could, and should learn. Today's
digital technology influences the mathematics curriculum in two
quite different ways. One influence is on the delivery of
mathematics through hardware such as desktops, laptops, and
tablets. Another influence is on the doing of mathematics using
software available on this hardware, but also available on the
internet, calculators, or smart phones. These developments, rapidly
increasing in their availability and decreasing in their cost,
raise fundamental questions regarding a mathematics curriculum that
has traditionally been focused on paper-and-pencil work and taught
in many places as a set of rules to be practiced and learned. This
volume presents the talks given at a conference held in 2014 at the
University of Chicago, sponsored by the Center for the Study of
Mathematics Curriculum. The speakers - experts from around the
world and inside the USA - were asked to discuss one or more of the
following topics: changes in the nature and creation of curricular
materials available to students transformations in how students
learn and how they demonstrate their learning rethinking the role
of the teacher and how students and teachers interact within a
classroom and across distances from each other The result is a set
of articles that are interesting and captivating, and challenge us
to examine how the learning of mathematics can and should be
affected by today's technology.
Curriculum can be defined in a variety of ways. It might be viewed
as a body of knowledge, a product, or a process. Curricula can
differ as they are conceptualized from various theoretical
perspectives to address the needs of teachers, students, and the
context of schooling. One reason to study curriculum is "to reveal
the expectations, processes and outcomes of students' school
learning experiences that are situated in different cultural and
system contexts. ... further studies of curriculum practices and
changes aremuch needed to help ensure the success of educational
reforms in the different cultural and system contexts" (Kulm &
Li, 2009, p.709). This volume highlights international perspectives
on curriculum and aims to broaden the wider mathematics education
community's understandings of mathematics curriculum through
viewing a variety of ways that curricula are developed, understood,
and implemented in different jurisdictions/countries. Within this
volume, we define curriculum broadly as the set of mathematics
standards or outcomes, the messages inherent in mathematics
curriculum documents and resources, how these standards are
understood by a variety of stakeholders, and how they are enacted
in classrooms. The focus is on the written, implied, and enacted
curriculum in various educational settings throughout the world.
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