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Direct linkPoling, Lisa L.; Goodson-Epsy, Tracy; Dean, Chrystal; Lynch-Davis, Kathleen; Quickenton, Art – Teaching Children Mathematics, 2015
The role of teacher education is to initiate purposeful conversation regarding specific content, to provide the scaffold for which preservice teachers can begin to understand the subject matter for the purpose of teaching, and to acknowledge gaps in their conceptual knowledge (Grossman and Shoenfeld with Lee 2005). Teacher candidates may enter…
Descriptors: Mathematics Instruction, Mathematics Teachers, Preservice Teacher Education, Preservice Teachers
McCormick, Kelly K. – Teaching Children Mathematics, 2015
To be able to support meaningful mathematical experiences, preservice elementary school teachers (PSTs) must learn mathematics in deep and meaningful ways (Ma 1999). They need to experience investigating and making sense of the mathematics they will be called on to teach. To expand their own--often limited--views of what it means to teach and…
Descriptors: Mathematics Instruction, Mathematical Concepts, Preservice Teachers, Elementary School Teachers
Sweetland, Julie; Fogarty, Meghann – Teaching Children Mathematics, 2008
Effective professional development engages, rather than bypasses, teacher thinking. This article describes strategies to heighten teachers' awareness of the difference between procedural knowledge and conceptual understanding. (Contains 6 figures.)
Descriptors: Concept Formation, Faculty Development, Knowledge Base for Teaching, Pedagogical Content Knowledge
McLeman, Laura Kondek; Cavell, Heather A. – Teaching Children Mathematics, 2009
Teacher educators are constantly searching for ways to better prepare preservice teachers to enter the education field. One way that has gained prominence in the last twenty years is through examining and discussing authentic student work samples. Research suggests that doing so helps preservice teachers to (1) gain insight into their own beliefs…
Descriptors: Preservice Teacher Education, Preservice Teachers, Mathematics Education, Teacher Educators
Peer reviewedHuinker, DeAnn; Hedges, Melissa; Steinmeyer, Meghan – Teaching Children Mathematics, 2005
The unpacking of the mathematical knowledge necessary for teaching division is examined. A core task for surfacing and unpacking one's division knowledge is presented and the understandings that might comprise a package of teacher knowledge for division is discussed.
Descriptors: Teacher Characteristics, Mathematics Education, Knowledge Base for Teaching, Mathematics Instruction
Flowers, Judith; Krebs, Angela S.; Rubenstein, Rheta N. – Teaching Children Mathematics, 2006
This article details problems and instructional approaches intended to promote preservice teachers' understanding of the reasoning underlying whole number multiplication. (Contains 9 figures.)
Descriptors: Preservice Teachers, Mathematics Instruction, Teaching Methods, Mathematics Teachers
West, Lucy; Curcio, Frances R. – Teaching Children Mathematics, 2004
This article describes a professional development approach involving inter- and intra-school collaboration-site visits that build teachers' mathematical content knowledge and pedagogical strategies. Teachers collaboratively plan lessons, observe lessons, reflect on the implementation of the lessons, and refine their practice in a collegial,…
Descriptors: Teaching Methods, Faculty Development, Mathematics Instruction, Teacher Collaboration
