There is a broad consensus that beginning teachers of mathematics need a strong foundation in mathematical knowledge for teaching (MKT), defined as the mathematical knowledge required to recognize, understand, and respond to the mathematical work of teaching one must engage in. One recurrent challenge in teacher education is how to provide support…

Tzur and Simon (2004) postulated two stages of concept development, participatory and anticipatory. The distinction between the two stages was exemplified by what they termed "the next-day phenomenon" in which learners who could solve a task one day in the context of the activity through which they made the abstraction, could not solve…

Describes a project in which students in a community college basic mathematics class worked collaboratively to write their own book on fractions. Students reinforced their math and cooperative skills, gained confidence, organized and revised their ideas, and created their own examples. Relates teacher and student responses to the project. (DMM)

This three-part guide presents a brief program description along with lists of performance objectives and lists of test items for the Des Moines (Iowa) Public Schools Title I Elementary Mathematics Program. The program description provides background information on the Des Moines Public School District and describes the student selection/screening…