Teaching Preservice Secondary Teachers How to Teach Elementary Mathematics Concepts
| Autor: | Robin S. Kalder |
|---|---|
| Rok vydání: | 2007 |
| Předmět: | |
| Zdroj: | The Mathematics Teacher. 101:146-149 |
| ISSN: | 2330-0582 0025-5769 |
| DOI: | 10.5951/mt.101.2.0146 |
| Popis: | Secondary mathematics preparation pro grams throughout the United States focus on higher-level mathematics topics such as calculus, discrete mathematics, and abstract algebra. Mathematics educators agree that secondary mathematics teachers should have the deep understanding of the structure of math ematics that is inherent in these higher-level courses. Mathematics methods courses required in these pro grams generally focus on the mathematics traditionally taught in middle school and high school classrooms, as identified by the individual states' standards. By focusing on higher-level mathematics, how ever, we are not preparing prospective mathematics teachers to cope with the reality that exists, especially in inclusion classrooms: namely, that some secondary students do not have the skills they were expected to develop in elementary school. One of the general recommendations made by the authors of The Math ematical Education of Teachers is that teacher prepa ration "courses on fundamental ideas of school math ematics should focus on a thorough development of mathematical ideas" (CBMS 2001). Research has found that teachers of mathematics are more effec tive when they have a profound understanding of the content that is being taught and the content to which students have previously been exposed (Ma 1999). It is clear that professional programs must enable pre service teachers to develop the knowledge and skills they need to teach elementary mathematics skills and concepts when necessary. As early as 1904, David Eugene Smith identified this need in his program descriptions of secondary mathematics teacher prepa |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|