| Autor: |
Max, Brooke, Welder, Rachael M. |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 11/14/2019, p1141-1145, 5p |
| Abstrakt: |
Since prospective elementary teachers (PTs) in the US will be expected to engage students in mathematics via the Common Core Standards for Mathematical Practice (SMPs), national teacher preparation standards are calling for PTs to have opportunities to engage in these practices during their development of mathematical knowledge for teaching (e.g., AMTE’s Standards for Preparing Teachers of Mathematics, 2018). This report investigates the intended curriculum of 82 mathematics content courses for teachers for such opportunities. Findings suggest that most instructors of these courses intend to engage PTs in several of the SMPs, mostly by offering them opportunities to experience learning through lessons planned with the SMPs in mind. However, substantial variance was noticed in the frequency and depth of which the individual SMPs were reported or found evidenced in sample tasks. Implications to follow. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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