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Download full textMontes, Miguel; Carrillo, José; Ribeiro, C. Miguel – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
This paper considers infinity as an element of professional knowledge. We assume that teachers need a wider knowledge of the topic than that they possess as mathematics students. Using three models of professional knowledge, athematics Teacher's Specialised Knowledge (MTSK), Mathematical Knowledge for Teaching (MKT), and Knowledge Quartet (KQ), we…
Descriptors: Knowledge Base for Teaching, Mathematics Instruction, Pedagogical Content Knowledge, Numbers
Direct linkFazio, Lisa; Siegler, Robert – UNESCO International Bureau of Education, 2011
Students around the world have difficulties in learning about fractions. In many countries, the average student never gains a conceptual knowledge of fractions. This research guide provides suggestions for teachers and administrators looking to improve fraction instruction in their classrooms or schools. The recommendations are based on a…
Descriptors: Class Activities, Learning Activities, Teaching Methods, Numbers
Thanheiser, Eva; Browning, Christine A.; Moss, Meg; Watanabe, Tad; Garza-Kling, Gina – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2010
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other…
Descriptors: Preservice Teachers, Elementary School Mathematics, Methods Courses, Numbers
Toh, Tin-Lam – International Journal of Mathematical Education in Science and Technology, 2007
This paper describes a content upgrading course on Secondary School Algebra which was planned and conducted for in-service mathematics teachers who are trained to teach mathematics at lower secondary level (ages 13 to 14). In order to be an effective mathematics teacher, one needs to know a great deal of mathematical knowledge on top of good…
Descriptors: Foreign Countries, Secondary School Mathematics, Mathematics Teachers, Mathematics Education
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
National Council of Teachers of Mathematics, 2008
Algebra is no longer just for college-bound students. After a widespread push by the National Council of Teachers of Mathematics (NCTM) and teachers across the country, algebra is now a required part of most curricula. However, students' standardized test scores are not at the level they should be. NCTM's seventieth yearbook takes a look at the…
Descriptors: Elementary School Mathematics, Sentences, Mathematics Education, Standardized Tests
Bass, Hyman, Ed.; Usiskin, Zalman, Ed.; Burrill, Gail, Ed. – National Academies Press, 2002
The Mathematical Sciences Education Board (MSEB) and the U.S. National Commission on Mathematics Instruction (USNCMI) took advantage of a unique opportunity to bring educators together. In August 2000, following the Ninth International Congress on Mathematics Education (ICME-9) in Makuhari, Japan, MSEB and USNCMI capitalized on the presence of…
Descriptors: Mathematics Teachers, Faculty Development, Workshops, Knowledge Base for Teaching
