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The sixth monograph of AMTE highlights examples of the important
scholarship of the mathematics teacher education community. This
monograph, like others produced by AMTE, serves as a forum for
mathematics teacher educators to exchange ideas, experiences,
resources, and detailed accounts of work to improve preservice and
inservice teacher preparation. Chapters address important issues
such as: designing tasks to emphasize mathematics knowledge for
teaching; capitalizing on opportunities for student teaching mentor
learning; and learning to lead classroom mathematics discussions.
This book provides examples of the ways in which 9-12 grade
mathematics teachers from across North America are engaging in
research. It offers a glimpse of the questions that capture the
attention of teachers, the methodologies that they use to gather
data, and the ways in which they make sense of what they find. The
focus of these teachers' investigations into mathematics classrooms
ranges from students' understanding of content to pedagogical
changes to social issues. Underlying the chapters is the common
goal of enabling students to develop a deep understanding of the
mathematics they learn in their classrooms. By opening their
analysis of their classroom practice to our inspection, these
courageous teachers have invited us to think along with them and to
learn more about our own teaching as a result. By sharing their
work, they have given the mathematics education community an
important opportunity. Everyone who reads this book-teachers,
researchers, teacher-researchers, policy makers, administrators,
and others interested in mathematics education-can learn from the
findings and the light that they shed on issues important to
mathematics education. This book, and the series of which it is a
part, also provides the opportunity to step back and reflect on
what can be learned about research from teachers who have engaged
in the process. Areas of insight include: (a) the importance of
collaboration and participation in communities that value research,
(b) the potential of teacher research as a way to warrant teacher
practice, (c) the power of video and other artifacts of teaching to
support classroom inquiry, (d) connections between teaching and
research, and (e) the publication process as professional
development.
The goal of this series is to use teachers' accounts of classroom
inquiry to make public and explicit the processes of doing research
in classrooms. Teaching is a complex, multi-faceted task, and this
complexity often is not captured in research articles. Our goal is
to illuminate this complexity. Research that is done in classrooms
by and with teachers is necessarily messy, and our stance is that
the ways in which this is so should be articulated, not hidden.
Through the chapters in this volume we learn about the questions
that capture the attention of teachers, the methodologies they use
to gather data, and the ways in which they make sense of what they
find. Some of the research findings could be considered
preliminary, others confirmatory, and some may be groundbreaking.
In all cases, they provide fodder for further thinking and
discussion about critical aspects of mathematics education.
This book provides examples of the ways in which 9-12 grade
mathematics teachers from across North America are engaging in
research. It offers a glimpse of the questions that capture the
attention of teachers, the methodologies that they use to gather
data, and the ways in which they make sense of what they find. The
focus of these teachers' investigations into mathematics classrooms
ranges from students' understanding of content to pedagogical
changes to social issues. Underlying the chapters is the common
goal of enabling students to develop a deep understanding of the
mathematics they learn in their classrooms. By opening their
analysis of their classroom practice to our inspection, these
courageous teachers have invited us to think along with them and to
learn more about our own teaching as a result. By sharing their
work, they have given the mathematics education community an
important opportunity. Everyone who reads this book-teachers,
researchers, teacher-researchers, policy makers, administrators,
and others interested in mathematics education-can learn from the
findings and the light that they shed on issues important to
mathematics education. This book, and the series of which it is a
part, also provides the opportunity to step back and reflect on
what can be learned about research from teachers who have engaged
in the process. Areas of insight include: (a) the importance of
collaboration and participation in communities that value research,
(b) the potential of teacher research as a way to warrant teacher
practice, (c) the power of video and other artifacts of teaching to
support classroom inquiry, (d) connections between teaching and
research, and (e) the publication process as professional
development.
This volume was written primarily for teachers who have developed
(or who are being encouraged to develop) an awareness of and
commitment to teaching mathematics for understanding. The research
findings presented in these chapters suggest instructional
implications worthy of these teachers' consideration. Often, the
authors in this volume describe instructional practices or raise
issues that have the potential to broaden views of teaching and
learning mathematics. These chapters provide interesting problems
and tasks used in the authors' work that readers can use in their
own classrooms. The volume can also be used with courses for
preservice and inservice teachers, collaborative teacher study
groups, and other professional activities. A hallmark of good
research is its connection to the relevant literature in the field,
and the authors of this volume have themselves drawn from the
research literature to inform their work. The reference lists
accompanying these chapters can be useful resources and should not
be overlooked. Most importantly for teacher education, this volume
showcases the variety of ways teachers can become engaged in
research, and we hope that readers will recognize that teacher
research can be both accessible and beneficial in the preparation
and professional development of teachers. This is not to suggest,
however, that this volume is intended only for teachers and teacher
educators. It is also intended to be an interesting, informative
resource for other researchers, school administrators, and policy
makers. The research presented in this volume is intended to
provide an opportunity for those outside the classroom to gain
insight into the kinds of issues that matter to teachers, the ways
in which those issues might be researched, and the contributions
that classroom research makes to mathematics education.
This volume was written primarily for teachers who have developed
(or who are being encouraged to develop) an awareness of and
commitment to teaching mathematics for understanding. The research
findings presented in these chapters suggest instructional
implications worthy of these teachers' consideration. Often, the
authors in this volume describe instructional practices or raise
issues that have the potential to broaden views of teaching and
learning mathematics. These chapters provide interesting problems
and tasks used in the authors' work that readers can use in their
own classrooms. The volume can also be used with courses for
preservice and inservice teachers, collaborative teacher study
groups, and other professional activities. A hallmark of good
research is its connection to the relevant literature in the field,
and the authors of this volume have themselves drawn from the
research literature to inform their work. The reference lists
accompanying these chapters can be useful resources and should not
be overlooked. Most importantly for teacher education, this volume
showcases the variety of ways teachers can become engaged in
research, and we hope that readers will recognize that teacher
research can be both accessible and beneficial in the preparation
and professional development of teachers. This is not to suggest,
however, that this volume is intended only for teachers and teacher
educators. It is also intended to be an interesting, informative
resource for other researchers, school administrators, and policy
makers. The research presented in this volume is intended to
provide an opportunity for those outside the classroom to gain
insight into the kinds of issues that matter to teachers, the ways
in which those issues might be researched, and the contributions
that classroom research makes to mathematics education.
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