%PDF-1.3
1 0 obj
<< /Type /Catalog
/Outlines 2 0 R
/Pages 3 0 R >>
endobj
2 0 obj
<< /Type /Outlines /Count 0 >>
endobj
3 0 obj
<< /Type /Pages
/Kids [6 0 R
9 0 R
11 0 R
13 0 R
15 0 R
17 0 R
19 0 R
21 0 R
23 0 R
25 0 R
]
/Count 10
/Resources <<
/ProcSet 4 0 R
/Font <<
/F1 8 0 R
>>
>>
/MediaBox [0.000 0.000 595.280 841.890]
>>
endobj
4 0 obj
[/PDF /Text ]
endobj
5 0 obj
<<
/Producer (Microsoft Office Version: 5.1.0)
/CreationDate (D:20220928064245+00'00')
/ModDate (D:20220928064245+00'00')
/Title (Download Ebook Knowing And Teaching Elementary Mathematics Teachers Understandng Fundamental In China The United States Liping Ma .pdf - fiftytables.nl)
/Subject (fiftytables.nl)
/Author (Shire Books)
/Keywords (Read PDF Download Ebook Knowing And Teaching Elementary Mathematics Teachers Understandng Fundamental In China The United States Liping Ma .pdf - fiftytables.nl)
>>
endobj
6 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Contents 7 0 R
>>
endobj
7 0 obj
<<
/Length 6443 >>
stream
0.000 0.000 0.000 rg
BT 34.016 770.821 Td /F1 22.5 Tf [(Knowing And Teaching Elementary Mathematics )] TJ ET
BT 34.016 743.349 Td /F1 22.5 Tf [(Teachers Understandng Fundamental In China The )] TJ ET
BT 34.016 715.876 Td /F1 22.5 Tf [(United States Liping Ma)] TJ ET
BT 34.016 673.068 Td /F1 11.2 Tf [(Thank you entirely much for downloading )] TJ ET
BT 242.231 673.068 Td /F1 11.2 Tf [(Knowing And Teaching Elementary Mathematics Teachers )] TJ ET
BT 34.016 659.332 Td /F1 11.2 Tf [(Understandng Fundamental In China The United States Liping Ma)] TJ ET
BT 363.551 659.332 Td /F1 11.2 Tf [(.Most likely you have knowledge that, )] TJ ET
BT 34.016 645.595 Td /F1 11.2 Tf [(people have look numerous period for their favorite books as soon as this Knowing And Teaching )] TJ ET
BT 34.016 631.859 Td /F1 11.2 Tf [(Elementary Mathematics Teachers Understandng Fundamental In China The United States Liping Ma, )] TJ ET
BT 34.016 618.123 Td /F1 11.2 Tf [(but stop up in harmful downloads. )] TJ ET
BT 34.016 590.887 Td /F1 11.2 Tf [(Rather than enjoying a fine ebook subsequent to a mug of coffee in the afternoon, on the other hand )] TJ ET
BT 535.586 590.887 Td /F1 11.2 Tf [(they )] TJ ET
BT 34.016 577.150 Td /F1 11.2 Tf [(juggled next some harmful virus inside their computer. )] TJ ET
BT 306.614 577.150 Td /F1 11.2 Tf [(Knowing And Teaching Elementary Mathematics )] TJ ET
BT 34.016 563.414 Td /F1 11.2 Tf [(Teachers Understandng Fundamental In China The United States Liping Ma)] TJ ET
BT 413.568 563.414 Td /F1 11.2 Tf [( is handy in our digital library )] TJ ET
BT 34.016 549.678 Td /F1 11.2 Tf [(an online entry to it is set as public correspondingly you can download it instantly. Our digital library )] TJ ET
BT 34.016 535.942 Td /F1 11.2 Tf [(saves in merged countries, allowing you to acquire the most less latency epoch to download any of our )] TJ ET
BT 34.016 522.205 Td /F1 11.2 Tf [(books following this one. Merely said, the Knowing And Teaching Elementary Mathematics Teachers )] TJ ET
BT 34.016 508.469 Td /F1 11.2 Tf [(Understandng Fundamental In China The United States Liping Ma is universally compatible subsequently )] TJ ET
BT 34.016 494.733 Td /F1 11.2 Tf [(any devices to read.)] TJ ET
BT 34.016 444.997 Td /F1 11.2 Tf [(The Mathematics Teacher Education Partnership)] TJ ET
BT 278.489 444.997 Td /F1 11.2 Tf [( W. Gary Martin 2020-01-01 This book provides an )] TJ ET
BT 34.016 431.260 Td /F1 11.2 Tf [(overview of a body of work conducted over the past seven years related to the preparation of secondary )] TJ ET
BT 34.016 417.524 Td /F1 11.2 Tf [(mathematics teachers by the Mathematics Teacher Education Partnership \(MTE-Partnership\), a national )] TJ ET
BT 34.016 403.788 Td /F1 11.2 Tf [(consortium of more than 90 universities and 100 school systems. The MTE-Partnership is organized as a )] TJ ET
BT 34.016 390.052 Td /F1 11.2 Tf [(Networked Improvement Community \(NIC\), which combines the disciplined inquiry of improvement )] TJ ET
BT 34.016 376.315 Td /F1 11.2 Tf [(science with the power of networking to accelerate improvement by engaging a broad set of participants. )] TJ ET
BT 34.016 362.579 Td /F1 11.2 Tf [(The MTE-Partnership is addressing key challenges in secondary mathematics teacher preparation, )] TJ ET
BT 34.016 348.843 Td /F1 11.2 Tf [(including: • Supporting the development of content knowledge relevant to teaching secondary )] TJ ET
BT 34.016 335.107 Td /F1 11.2 Tf [(mathematics; • Providing effective clinical experiences to teacher candidates; • Recruiting secondary )] TJ ET
BT 34.016 321.370 Td /F1 11.2 Tf [(mathematics teacher candidates, ensuring program completion and their subsequent retention in the field )] TJ ET
BT 34.016 307.634 Td /F1 11.2 Tf [(as early career teachers; • Supporting overall transformation of secondary mathematics teacher )] TJ ET
BT 34.016 293.898 Td /F1 11.2 Tf [(preparation in alignment with these challenges; • Ensuring a focus on equity and social justice in )] TJ ET
BT 34.016 280.162 Td /F1 11.2 Tf [(secondary mathematics teacher recruitment, preparation, and induction. This book outlines existing )] TJ ET
BT 34.016 266.425 Td /F1 11.2 Tf [(knowledge related to each of these key challenges, as well as the work of Research Action Clusters )] TJ ET
BT 34.016 252.689 Td /F1 11.2 Tf [(\(RACs\) formed to address the challenges. Each RAC includes participants from multiple institutions who )] TJ ET
BT 34.016 238.953 Td /F1 11.2 Tf [(work collaboratively to iteratively develop, test, and refine processes and products that can help )] TJ ET
BT 34.016 225.217 Td /F1 11.2 Tf [(programs more effectively prepare secondary mathematics teacher candidates. The book describes )] TJ ET
BT 34.016 211.480 Td /F1 11.2 Tf [(promising approaches to improving aspects of secondary mathematics teacher preparation developed by )] TJ ET
BT 34.016 197.744 Td /F1 11.2 Tf [(the RACs, including specific products that have been developed, which will inform the work of others )] TJ ET
BT 34.016 184.008 Td /F1 11.2 Tf [(involved in secondary mathematics teacher preparation. In addition, reflections on the use of the NIC )] TJ ET
BT 34.016 170.272 Td /F1 11.2 Tf [(model provides insights for others considering this research design. Particular references to the )] TJ ET
BT 34.016 156.535 Td /F1 11.2 Tf [(Standards for Preparing Teachers of Mathematics \(Association of Mathematics Teacher Educators, )] TJ ET
BT 34.016 142.799 Td /F1 11.2 Tf [(2017\) are included throughout the book.)] TJ ET
BT 34.016 129.063 Td /F1 11.2 Tf [(Knowing and Learning Mathematics for Teaching)] TJ ET
BT 278.501 129.063 Td /F1 11.2 Tf [( National Research Council 2001-01-25 There are many )] TJ ET
BT 34.016 115.327 Td /F1 11.2 Tf [(questions about the mathematical preparation teachers need. Recent recommendations from a variety of )] TJ ET
BT 34.016 101.590 Td /F1 11.2 Tf [(sources state that reforming teacher preparation in postsecondary institutions is central in providing )] TJ ET
BT 34.016 87.854 Td /F1 11.2 Tf [(quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop )] TJ ET
BT 34.016 74.118 Td /F1 11.2 Tf [(examined this problem by considering two central questions: What is the mathematical knowledge )] TJ ET
BT 34.016 60.382 Td /F1 11.2 Tf [(teachers need to know in order to teach well? How can teachers develop the mathematical knowledge )] TJ ET
endstream
endobj
8 0 obj
<< /Type /Font
/Subtype /Type1
/Name /F1
/BaseFont /Helvetica
/Encoding /WinAnsiEncoding
>>
endobj
9 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Contents 10 0 R
>>
endobj
10 0 obj
<<
/Length 7937 >>
stream
0.000 0.000 0.000 rg
BT 34.016 796.885 Td /F1 11.2 Tf [(they need to teach well? The Workshop activities focused on using actual acts of teaching such as )] TJ ET
BT 34.016 783.149 Td /F1 11.2 Tf [(examining student work, designing tasks, or posing questions, as a medium for teacher learning. The )] TJ ET
BT 34.016 769.413 Td /F1 11.2 Tf [(Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers )] TJ ET
BT 34.016 755.677 Td /F1 11.2 Tf [(presented, the activities, and plenary sessions that took place.)] TJ ET
BT 34.016 741.940 Td /F1 11.2 Tf [(Exploring Mathematics and Science Teachers’ Knowledge)] TJ ET
BT 324.131 741.940 Td /F1 11.2 Tf [( Hamsa Venkat 2014-05-09 Globally, )] TJ ET
BT 34.016 728.204 Td /F1 11.2 Tf [(mathematics and science education faces three crucial challenges: an increasing need for mathematics )] TJ ET
BT 34.016 714.468 Td /F1 11.2 Tf [(and science graduates; a declining enrolment of school graduates into university studies in these )] TJ ET
BT 34.016 700.732 Td /F1 11.2 Tf [(disciplines; and the varying quality of school teaching in these areas. Alongside these challenges, )] TJ ET
BT 34.016 686.995 Td /F1 11.2 Tf [(internationally more and more non-specialists are teaching mathematics and science at both primary and )] TJ ET
BT 34.016 673.259 Td /F1 11.2 Tf [(secondary levels, and research evidence has revealed how gaps and limitations in teachers’ content )] TJ ET
BT 34.016 659.523 Td /F1 11.2 Tf [(understandings can lead to classroom practices that present barriers to students’ learning. This book )] TJ ET
BT 34.016 645.787 Td /F1 11.2 Tf [(addresses these issues by investigating how teachers’ content knowledge interacts with their pedagogies )] TJ ET
BT 34.016 632.050 Td /F1 11.2 Tf [(across diverse contexts and perspectives. This knowledge-practice nexus is examined across )] TJ ET
BT 34.016 618.314 Td /F1 11.2 Tf [(mathematics and science teaching, traversing schooling phases and countries, with an emphasis on )] TJ ET
BT 34.016 604.578 Td /F1 11.2 Tf [(contexts of disadvantage. These features push the boundaries of research into teachers’ content )] TJ ET
BT 34.016 590.842 Td /F1 11.2 Tf [(knowledge. The book’s combination of mathematics and science enriches each discipline for the reader, )] TJ ET
BT 34.016 577.105 Td /F1 11.2 Tf [(and contributes to our understandings of student attainment by examining the nature of specialised )] TJ ET
BT 34.016 563.369 Td /F1 11.2 Tf [(content knowledge needed for competent teaching within and across the two domains. Exploring )] TJ ET
BT 34.016 549.633 Td /F1 11.2 Tf [(Mathematics and Science Teachers’ Knowledge will be key reading for researchers, doctoral students )] TJ ET
BT 34.016 535.897 Td /F1 11.2 Tf [(and postgraduates with a focus on Mathematics, Science and teacher knowledge research.)] TJ ET
BT 34.016 522.160 Td /F1 11.2 Tf [(Mathematics Teaching and Learning)] TJ ET
BT 215.973 522.160 Td /F1 11.2 Tf [( Rina Kim 2015-03-24 The purpose of this research is to identify the )] TJ ET
BT 34.016 508.424 Td /F1 11.2 Tf [(categories of South Korean elementary teachers’ knowledge for teaching mathematics. Emerging from )] TJ ET
BT 34.016 494.688 Td /F1 11.2 Tf [(the data collected and the subsequent analysis are five categories of South Korean elementary teachers’ )] TJ ET
BT 34.016 480.952 Td /F1 11.2 Tf [(knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner )] TJ ET
BT 34.016 467.215 Td /F1 11.2 Tf [(Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content )] TJ ET
BT 34.016 453.479 Td /F1 11.2 Tf [(Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of )] TJ ET
BT 34.016 439.743 Td /F1 11.2 Tf [(knowledge play a significant role in mathematics instruction as an integrated form within Mathematics )] TJ ET
BT 34.016 426.007 Td /F1 11.2 Tf [(Pedagogical Content Knowledge. This study also demonstrated that Mathematics Pedagogical )] TJ ET
BT 34.016 412.270 Td /F1 11.2 Tf [(Procedural Knowledge might play a pivotal role in constructing Mathematics Pedagogical Content )] TJ ET
BT 34.016 398.534 Td /F1 11.2 Tf [(Knowledge. These findings are connected to results from relevant studies in terms of the significant role )] TJ ET
BT 34.016 384.798 Td /F1 11.2 Tf [(of teachers’ knowledge in mathematics instruction.)] TJ ET
BT 34.016 371.062 Td /F1 11.2 Tf [(International Approaches to Professional Development for Mathematics Teachers)] TJ ET
BT 439.184 371.062 Td /F1 11.2 Tf [( Nadine Bednarz 2011-)] TJ ET
BT 34.016 357.325 Td /F1 11.2 Tf [(08-06 Schools everywhere are being confronted with evolving learning and teaching paradigms that call )] TJ ET
BT 34.016 343.589 Td /F1 11.2 Tf [(into question a number of traditional math teaching techniques. These changes demand serious )] TJ ET
BT 34.016 329.853 Td /F1 11.2 Tf [(reflection on how to support frontline educators in developing their teaching skills. Alternative approaches )] TJ ET
BT 34.016 316.117 Td /F1 11.2 Tf [(to professional development have been established worldwide that support teacher education and )] TJ ET
BT 34.016 302.380 Td /F1 11.2 Tf [(contribute to professional development that is informed by practice, created for practice and refined in )] TJ ET
BT 34.016 288.644 Td /F1 11.2 Tf [(practice. This volume provides a rich portrait of these emergent strategies in the professional )] TJ ET
BT 34.016 274.908 Td /F1 11.2 Tf [(development of math teachers, bridging the divide between theory and practice. Written by researchers )] TJ ET
BT 34.016 261.172 Td /F1 11.2 Tf [(around the world, the contributions examine innovative approaches to the professional development of )] TJ ET
BT 34.016 247.435 Td /F1 11.2 Tf [(math teachers in different countries. Many of these approaches take into account the practitioner’s point )] TJ ET
BT 34.016 233.699 Td /F1 11.2 Tf [(of view and are fundamentally rooted in the context of the classroom.)] TJ ET
BT 34.016 219.963 Td /F1 11.2 Tf [(Mathematics Teachers at Work)] TJ ET
BT 189.682 219.963 Td /F1 11.2 Tf [( Janine T. Remillard 2011-09-20 This book compiles and synthesizes )] TJ ET
BT 34.016 206.227 Td /F1 11.2 Tf [(existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum )] TJ ET
BT 34.016 192.490 Td /F1 11.2 Tf [(materials on teaching and teachers, with a particular emphasis on – but not restricted to – those )] TJ ET
BT 34.016 178.754 Td /F1 11.2 Tf [(materials developed in the 1990s in response to the NCTM’s Principles and Standards for School )] TJ ET
BT 34.016 165.018 Td /F1 11.2 Tf [(Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years )] TJ ET
BT 34.016 151.282 Td /F1 11.2 Tf [(and growing scholarly interest in their use, the book represents the first compilation of research on )] TJ ET
BT 34.016 137.545 Td /F1 11.2 Tf [(teachers and mathematics curriculum materials and the first volume with this focus in any content area in )] TJ ET
BT 34.016 123.809 Td /F1 11.2 Tf [(several decades.)] TJ ET
BT 34.016 110.073 Td /F1 11.2 Tf [(The Mathematics Education of Elementary Teachers)] TJ ET
BT 295.994 110.073 Td /F1 11.2 Tf [( Lynn C. Hart 2016-07-01 This book is an edited )] TJ ET
BT 34.016 96.337 Td /F1 11.2 Tf [(volume addressing specific issues of significance for individuals involved with the undergraduate )] TJ ET
BT 34.016 82.600 Td /F1 11.2 Tf [(mathematics content preparation of prospective elementary teachers \(PSTs\). Teaching mathematics )] TJ ET
BT 34.016 68.864 Td /F1 11.2 Tf [(content courses to this group of students presents unique challenges. While some PSTs enter their )] TJ ET
BT 34.016 55.128 Td /F1 11.2 Tf [(teacher preparation with weak mathematical skills and knowledge, many also hold negative attitudes, )] TJ ET
endstream
endobj
11 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Contents 12 0 R
>>
endobj
12 0 obj
<<
/Length 8256 >>
stream
0.000 0.000 0.000 rg
BT 34.016 796.885 Td /F1 11.2 Tf [(anxiety, and misguided beliefs about mathematics. This book is designed to support instructors who )] TJ ET
BT 34.016 783.149 Td /F1 11.2 Tf [(teach these students in mathematics content for elementary teachers courses. Elementary teachers need )] TJ ET
BT 34.016 769.413 Td /F1 11.2 Tf [(a richly developed understanding of the mathematics they are teaching in order to teach it effectively. )] TJ ET
BT 34.016 755.677 Td /F1 11.2 Tf [(Providing them with the needed preparation is difficult, but can be eased with a solid understanding of the )] TJ ET
BT 34.016 741.940 Td /F1 11.2 Tf [(mathematical concerns and limitations PSTs bring to the learning of mathematics and a familiarity with )] TJ ET
BT 34.016 728.204 Td /F1 11.2 Tf [(the standards and curricula topics PSTs will be expected to teach. Chapter One makes the argument that )] TJ ET
BT 34.016 714.468 Td /F1 11.2 Tf [(elementary mathematics is not trivial. This is followed by an analysis of four central issues related to the )] TJ ET
BT 34.016 700.732 Td /F1 11.2 Tf [(mathematical preparation of elementary teachers, specifically: \(1\) selecting/creating/modifying and )] TJ ET
BT 34.016 686.995 Td /F1 11.2 Tf [(implementing mathematical tasks \(2\) noticing/understanding children’s ways of thinking as a foundation )] TJ ET
BT 34.016 673.259 Td /F1 11.2 Tf [(for learning mathematics, \(3\) developing mathematical habits of mind in PSTs, and \(4\) understanding the )] TJ ET
BT 34.016 659.523 Td /F1 11.2 Tf [(role affect plays in the mathematical learning of PSTs. The final chapter presents three international )] TJ ET
BT 34.016 645.787 Td /F1 11.2 Tf [(examples of programs that currently consider these factors in the implementation of their courses.)] TJ ET
BT 34.016 632.050 Td /F1 11.2 Tf [(International Handbook of Mathematics Teacher Education: Volume 1)] TJ ET
0.000 0.000 0.000 RG
0.225 w 0 J [ ] 0 d
34.016 630.194 m 381.056 630.194 l S
BT 381.056 632.050 Td /F1 11.2 Tf [( 2019-12-02 Knowledge, Beliefs, )] TJ ET
BT 34.016 618.314 Td /F1 11.2 Tf [(and Identity in Mathematics Teaching and Teaching Development examines teacher knowledge, beliefs, )] TJ ET
BT 34.016 604.578 Td /F1 11.2 Tf [(identity, practice and relationships among them. These important aspects of mathematics teacher )] TJ ET
BT 34.016 590.842 Td /F1 11.2 Tf [(education continue to be the focus of extensive research and policy debate globally.)] TJ ET
BT 34.016 577.105 Td /F1 11.2 Tf [(Mathematical Knowledge for Primary Teachers)] TJ ET
0.225 w 0 J [ ] 0 d
34.016 575.249 m 267.836 575.249 l S
BT 267.836 577.105 Td /F1 11.2 Tf [( Jennifer Suggate 2010-04-05 With rigorous and )] TJ ET
BT 34.016 563.369 Td /F1 11.2 Tf [(comprehensive coverage of all the mathematical knowledge primary teachers need, this text helps )] TJ ET
BT 34.016 549.633 Td /F1 11.2 Tf [(teachers and trainees deepen their understanding of maths.)] TJ ET
BT 34.016 535.897 Td /F1 11.2 Tf [(Scholarly Practices and Inquiry in the Preparation of Mathematics Teachers)] TJ ET
0.225 w 0 J [ ] 0 d
34.016 534.040 m 409.788 534.040 l S
BT 409.788 535.897 Td /F1 11.2 Tf [( Denise S. Mewborn 2015-06-)] TJ ET
BT 34.016 522.160 Td /F1 11.2 Tf [(01 \(Orginally published in 2009\) The sixth monograph of AMTE highlights examples of the important )] TJ ET
BT 34.016 508.424 Td /F1 11.2 Tf [(scholarship of the mathematics teacher education community. This monograph, like others produced by )] TJ ET
BT 34.016 494.688 Td /F1 11.2 Tf [(AMTE, serves as a forum for mathematics teacher educators to exchange ideas, experiences, resources, )] TJ ET
BT 34.016 480.952 Td /F1 11.2 Tf [(and detailed acounts of work to improve preservice and inservice teacher preparation. Chapters address )] TJ ET
BT 34.016 467.215 Td /F1 11.2 Tf [(important issues such as: designing tasks to emphasize mathematics knowledge for teaching; )] TJ ET
BT 34.016 453.479 Td /F1 11.2 Tf [(capitalizing on opportunities for student teaching mentor learning; and learning to lead classroom )] TJ ET
BT 34.016 439.743 Td /F1 11.2 Tf [(mathematics discussions.)] TJ ET
BT 34.016 426.007 Td /F1 11.2 Tf [(ENC Focus)] TJ ET
BT 91.526 426.007 Td /F1 11.2 Tf [( 2001 )] TJ ET
BT 34.016 412.270 Td /F1 11.2 Tf [(Mathematics as the Science of Patterns)] TJ ET
BT 232.229 412.270 Td /F1 11.2 Tf [( Patrick M. Jenlink 2022-02-01 Mathematics as the Science of )] TJ ET
BT 34.016 398.534 Td /F1 11.2 Tf [(Patterns: Making the Invisible Visible to Students through Teaching introduces the reader to a collection )] TJ ET
BT 34.016 384.798 Td /F1 11.2 Tf [(of thoughtful, research-based works by authors that represent current thinking about mathematics, )] TJ ET
BT 34.016 371.062 Td /F1 11.2 Tf [(mathematics education, and the preparation of mathematics teachers. Each chapter focuses on )] TJ ET
BT 34.016 357.325 Td /F1 11.2 Tf [(mathematics teaching and the preparation of teachers who will enter classrooms to instruct the next )] TJ ET
BT 34.016 343.589 Td /F1 11.2 Tf [(generation of students in mathematics. The value of patterns to the teaching and learning of mathematics )] TJ ET
BT 34.016 329.853 Td /F1 11.2 Tf [(is well understood, both in terms of research and application. When we involve or appeal to pattern in )] TJ ET
BT 34.016 316.117 Td /F1 11.2 Tf [(teaching mathematics, it is usually because we are trying to help students to extract greater meaning, or )] TJ ET
BT 34.016 302.380 Td /F1 11.2 Tf [(enjoyment, or both, from the experience of learning environments within which they are occupied, and )] TJ ET
BT 34.016 288.644 Td /F1 11.2 Tf [(perhaps also to facilitate remembering. As a general skill it is thought that the ability to discern a pattern )] TJ ET
BT 34.016 274.908 Td /F1 11.2 Tf [(is a precursor to the ability to generalize and abstract, a skill essential in the early years of learning and )] TJ ET
BT 34.016 261.172 Td /F1 11.2 Tf [(beyond. Research indicates that the larger problem in teaching mathematics does not lie primarily with )] TJ ET
BT 34.016 247.435 Td /F1 11.2 Tf [(students; rather it is with the teachers themselves. In order to make changes for students there first )] TJ ET
BT 34.016 233.699 Td /F1 11.2 Tf [(needs to be a process of change for teachers. Understanding the place of patterns in learning )] TJ ET
BT 34.016 219.963 Td /F1 11.2 Tf [(mathematics is a predicate to understanding how to teach mathematics and how to use pedagogical )] TJ ET
BT 34.016 206.227 Td /F1 11.2 Tf [(reasoning necessary in teaching mathematics. Importantly, the lack of distinction created by the )] TJ ET
BT 34.016 192.490 Td /F1 11.2 Tf [(pedagogical use of patterns is not immediately problematic to the student or the teacher. The deep-)] TJ ET
BT 34.016 178.754 Td /F1 11.2 Tf [(seated cognitive patterns that both teachers and students bring to the classroom require change. Chapter )] TJ ET
BT 34.016 165.018 Td /F1 11.2 Tf [(1 opens the book with a focus on mathematics as the science of patterns and the importance of patterns )] TJ ET
BT 34.016 151.282 Td /F1 11.2 Tf [(in mathematical problem solving, providing the reader with an introduction. The authors of Chapter 2 )] TJ ET
BT 34.016 137.545 Td /F1 11.2 Tf [(revisit the work of Po lya and the development and implementation of problem solving in mathematics. In )] TJ ET
BT 34.016 123.809 Td /F1 11.2 Tf [(Chapter 3, the authors present an argument for core pedagogical content knowledge in mathematics )] TJ ET
BT 34.016 110.073 Td /F1 11.2 Tf [(teacher preparation. The authors of Chapter 4 focus on preservice teachers’ patterns of conception as )] TJ ET
BT 34.016 96.337 Td /F1 11.2 Tf [(related to understanding number and operation. In Chapter 5 the authors examine the role of visual )] TJ ET
BT 34.016 82.600 Td /F1 11.2 Tf [(representation in exploring proportional reasoning, denoting the importance of helping learners make )] TJ ET
BT 34.016 68.864 Td /F1 11.2 Tf [(their thinking visible. The authors of Chapter 6 examine patterns and relationships, and the importance of )] TJ ET
BT 34.016 55.128 Td /F1 11.2 Tf [(each in assisting students’ learning and development in mathematical understanding. The authors of )] TJ ET
endstream
endobj
13 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Contents 14 0 R
>>
endobj
14 0 obj
<<
/Length 8157 >>
stream
0.000 0.000 0.000 rg
0.000 0.000 0.000 RG
0.225 w 0 J [ ] 0 d
BT 34.016 796.885 Td /F1 11.2 Tf [(Chapter 7 examine the use of worked examples as a scalable practice, with emphasis on the importance )] TJ ET
BT 34.016 783.149 Td /F1 11.2 Tf [(of worked examples in teaching fraction magnitude and computation is discussed. In Chapter 8, the )] TJ ET
BT 34.016 769.413 Td /F1 11.2 Tf [(authors expand on the zone of proximal development to investigate the potential of Zankov’s Lesson in )] TJ ET
BT 34.016 755.677 Td /F1 11.2 Tf [(terms of students analyzing numerical equalities. The authors of Chapter 9 focus on high leverage )] TJ ET
BT 34.016 741.940 Td /F1 11.2 Tf [(mathematical practices in elementary pre-service teacher preparation, drawing into specific relief the )] TJ ET
BT 34.016 728.204 Td /F1 11.2 Tf [(APEX cycle to develop deep thinking. In Chapter 10, the author focuses on number talks and the )] TJ ET
BT 34.016 714.468 Td /F1 11.2 Tf [(engagement of students in mathematical reasoning, which provides opportunities for students to be )] TJ ET
BT 34.016 700.732 Td /F1 11.2 Tf [(sensemakers of mathematics. Chapter 11 presents an epilogue, focusing on the importance of )] TJ ET
BT 34.016 686.995 Td /F1 11.2 Tf [(recognizing the special nature of mathematics knowledge for teaching.)] TJ ET
BT 34.016 673.259 Td /F1 11.2 Tf [(Never Give Up)] TJ ET
BT 107.782 673.259 Td /F1 11.2 Tf [( Sharon A. Schwille 2016-04-01 Never Give Up is an amazing true story. It is a case study )] TJ ET
BT 34.016 659.523 Td /F1 11.2 Tf [(of an experienced elementary school teacher who was motivated to change her teaching practices from )] TJ ET
BT 34.016 645.787 Td /F1 11.2 Tf [(teacher-centered, transmission approaches to student-centered, transformational approaches in the )] TJ ET
BT 34.016 632.050 Td /F1 11.2 Tf [(context of a Professional Development School. You would think she would have accomplished her goal )] TJ ET
BT 34.016 618.314 Td /F1 11.2 Tf [(with support from the PDS participants in a year or two. Instead, she spent seven years encountering )] TJ ET
BT 34.016 604.578 Td /F1 11.2 Tf [(struggles, set-backs, and occasionally small triumphs until she achieved bone deep change in her )] TJ ET
BT 34.016 590.842 Td /F1 11.2 Tf [(teaching practices. What was she aiming for and why did it take so long? How did she finally achieve her )] TJ ET
BT 34.016 577.105 Td /F1 11.2 Tf [(goals? This book is about her journey of change. On one level, this is a story of a teacher as she )] TJ ET
BT 34.016 563.369 Td /F1 11.2 Tf [(struggles to change her teaching practice in ways that center on children’s learning rather than on )] TJ ET
BT 34.016 549.633 Td /F1 11.2 Tf [(teacher centered rote learning. On a deeper level, it is a look at how innovative reform movements and )] TJ ET
BT 34.016 535.897 Td /F1 11.2 Tf [(wellmeaning professional development efforts fall short of bringing about deep seated change in teaching )] TJ ET
BT 34.016 522.160 Td /F1 11.2 Tf [(methods. It raises weighty questions such as how teacher preparation programs should begin the )] TJ ET
BT 34.016 508.424 Td /F1 11.2 Tf [(process of instilling habits of exploration, experimentation, research and learning in their pre-service )] TJ ET
BT 34.016 494.688 Td /F1 11.2 Tf [(teachers so that they continuously work at updating and upgrading their teaching practices. It is a )] TJ ET
BT 34.016 480.952 Td /F1 11.2 Tf [(message to curriculum developers, policy makers and the public at large that lasting teacher professional )] TJ ET
BT 34.016 467.215 Td /F1 11.2 Tf [(development takes more time and support than the more immediate workshop approaches. It raises )] TJ ET
BT 34.016 453.479 Td /F1 11.2 Tf [(many questions about how teachers learn and how they can keep their practices fresh and innovative )] TJ ET
BT 34.016 439.743 Td /F1 11.2 Tf [(throughout their careers. A study guide designed to elicit deep thought and discussion of the many issues )] TJ ET
BT 34.016 426.007 Td /F1 11.2 Tf [(raised by this story accompanies the book. The book and study guide are a valuable supplemental text )] TJ ET
BT 34.016 412.270 Td /F1 11.2 Tf [(for courses addressing teacher learning, professional development, workplace learning, teacher change, )] TJ ET
BT 34.016 398.534 Td /F1 11.2 Tf [(constructivist teaching practices, mentoring, educational administration and educational policy. The study )] TJ ET
BT 34.016 384.798 Td /F1 11.2 Tf [(guide is also a tool to stimulate discussion among groups of readers such as pre-service and practicing )] TJ ET
BT 34.016 371.062 Td /F1 11.2 Tf [(teachers, school and district administrators, educational policy makers and the public at large who are )] TJ ET
BT 34.016 357.325 Td /F1 11.2 Tf [(interested in educational reform.)] TJ ET
BT 34.016 343.589 Td /F1 11.2 Tf [(Developing Mathematical Proficiency for Elementary Instruction)] TJ ET
BT 349.747 343.589 Td /F1 11.2 Tf [( Yeping Li 2021-04-23 The need to )] TJ ET
BT 34.016 329.853 Td /F1 11.2 Tf [(improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of )] TJ ET
BT 34.016 316.117 Td /F1 11.2 Tf [(interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies )] TJ ET
BT 34.016 302.380 Td /F1 11.2 Tf [(that elementary teachers need and the process of developing and improving them remain only partially )] TJ ET
BT 34.016 288.644 Td /F1 11.2 Tf [(conceptualized and not well validated empirically. To improve this situation, national workshops were )] TJ ET
BT 34.016 274.908 Td /F1 11.2 Tf [(organized at Texas A&M University to generate focused discussions about this important topic, with )] TJ ET
BT 34.016 261.172 Td /F1 11.2 Tf [(participation of mathematicians, mathematics educators and teachers. Developing Mathematical )] TJ ET
BT 34.016 247.435 Td /F1 11.2 Tf [(Proficiency for Elementary Instruction is a collection of articles that grew out of those exciting cross-)] TJ ET
BT 34.016 233.699 Td /F1 11.2 Tf [(disciplinary exchanges. Developing Mathematical Proficiency for Elementary Instruction is organized to )] TJ ET
BT 34.016 219.963 Td /F1 11.2 Tf [(probe the specifics of mathematical proficiency that are important to elementary teachers during two )] TJ ET
BT 34.016 206.227 Td /F1 11.2 Tf [(separate but inter-connected professional stages: as pre-service teachers in a preparation program, and )] TJ ET
BT 34.016 192.490 Td /F1 11.2 Tf [(as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring )] TJ ET
BT 34.016 178.754 Td /F1 11.2 Tf [(collection, readers may better understand, and possibly rethink, their own practices and research in )] TJ ET
BT 34.016 165.018 Td /F1 11.2 Tf [(empowering elementary teachers mathematically and pedagogically, as educators or researchers.)] TJ ET
BT 34.016 151.282 Td /F1 11.2 Tf [(Becoming a Reflective Mathematics Teacher)] TJ ET
BT 257.216 151.282 Td /F1 11.2 Tf [( Alice F. Artzt 2008 "Supplies detailed observation )] TJ ET
BT 34.016 137.545 Td /F1 11.2 Tf [(instruments that preservice teachers can use when they observe other teachers; offers reflective )] TJ ET
BT 34.016 123.809 Td /F1 11.2 Tf [(activities that provide a structure through which beginning teachers can think about their teaching in an )] TJ ET
BT 34.016 110.073 Td /F1 11.2 Tf [(insightful, thorough, and productive manner; includes guidelines and instruments for supervisors to use )] TJ ET
BT 34.016 96.337 Td /F1 11.2 Tf [(when observing, conferencing with, and assessing beginning or student teachers"--Publisher description.)] TJ ET
BT 34.016 82.600 Td /F1 11.2 Tf [(Teacher Education in the 21st Century)] TJ ET
BT 225.986 82.600 Td /F1 11.2 Tf [( Oon-Seng Tan 2017-02-09 This book examines the evolution and )] TJ ET
BT 34.016 68.864 Td /F1 11.2 Tf [(innovation of teacher education in Singapore in the 21st century. It covers teacher education reforms in )] TJ ET
BT 34.016 55.128 Td /F1 11.2 Tf [(the conceptualising and implementing of the Teacher Education for the 21st Century \(TE21\) Model and )] TJ ET
endstream
endobj
15 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Contents 16 0 R
>>
endobj
16 0 obj
<<
/Length 8141 >>
stream
0.000 0.000 0.000 rg
0.000 0.000 0.000 RG
0.225 w 0 J [ ] 0 d
BT 34.016 796.885 Td /F1 11.2 Tf [(discusses curriculum improvements that are aligned to new competencies; values development that re-)] TJ ET
BT 34.016 783.149 Td /F1 11.2 Tf [(envision teacher professionalism and calling; pedagogical changes that emphasise self-directed inquiry )] TJ ET
BT 34.016 769.413 Td /F1 11.2 Tf [(and technology-enabled learning; strengthened theory–practice linkages and enhanced teaching )] TJ ET
BT 34.016 755.677 Td /F1 11.2 Tf [(practices through school partnerships and mentoring; and impactful education research in areas such as )] TJ ET
BT 34.016 741.940 Td /F1 11.2 Tf [(assessment and developing teaching competencies, practices and mentoring. Teacher education in )] TJ ET
BT 34.016 728.204 Td /F1 11.2 Tf [(Singapore focuses on developing professional leaders in the field of education who are proactive )] TJ ET
BT 34.016 714.468 Td /F1 11.2 Tf [(problem-solvers and empowered researchers. It entails a long-term vision of education and an innovative )] TJ ET
BT 34.016 700.732 Td /F1 11.2 Tf [(approach to develop teachers with design skills and an inquiring mindset to understand learners in the )] TJ ET
BT 34.016 686.995 Td /F1 11.2 Tf [(fast-changing digital and mobile world. This book is aimed at scholars, researchers, policymakers, )] TJ ET
BT 34.016 673.259 Td /F1 11.2 Tf [(teacher educators and teachers as well as anyone interested in learning the philosophy behind )] TJ ET
BT 34.016 659.523 Td /F1 11.2 Tf [(Singapore’s unique TE21 Model for the 21st century and beyond.)] TJ ET
BT 34.016 645.787 Td /F1 11.2 Tf [(Elementary Mathematics Specialists)] TJ ET
BT 214.691 645.787 Td /F1 11.2 Tf [( Maggie B. McGatha 2017-02-01 Elementary mathematics )] TJ ET
BT 34.016 632.050 Td /F1 11.2 Tf [(specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics )] TJ ET
BT 34.016 618.314 Td /F1 11.2 Tf [(instruction and student learning. The Association of Mathematics Teacher Educators \(AMTE\), the )] TJ ET
BT 34.016 604.578 Td /F1 11.2 Tf [(Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, )] TJ ET
BT 34.016 590.842 Td /F1 11.2 Tf [(and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary )] TJ ET
BT 34.016 577.105 Td /F1 11.2 Tf [(Mathematics Specialists \(EMSs\), all advocate for the use of EMSs to support the teaching and learning )] TJ ET
BT 34.016 563.369 Td /F1 11.2 Tf [(of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each )] TJ ET
BT 34.016 549.633 Td /F1 11.2 Tf [(setting, “but their expertise and successful experience at the elementary level is critical” \(p 1\). Elementary )] TJ ET
BT 34.016 535.897 Td /F1 11.2 Tf [(Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics )] TJ ET
BT 34.016 522.160 Td /F1 11.2 Tf [(Teaching and Learning is AMTE’s latest resource supporting the important work of EMSs. It has five )] TJ ET
BT 34.016 508.424 Td /F1 11.2 Tf [(sections related to the preparation and professional development of EMSs: \(a\) Overview and Current )] TJ ET
BT 34.016 494.688 Td /F1 11.2 Tf [(State of Affairs; \(b\) Models of EMS Program Development & Delivery; \(c\) Supporting EMSs in the Field; )] TJ ET
BT 34.016 480.952 Td /F1 11.2 Tf [(\(d\) The Mathematics Specialist Research; and \(e\) Future Directions. The book provides support to EMS )] TJ ET
BT 34.016 467.215 Td /F1 11.2 Tf [(practitioners, program providers/developers, and researchers seeking to answer important questions )] TJ ET
BT 34.016 453.479 Td /F1 11.2 Tf [(about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness.)] TJ ET
BT 34.016 439.743 Td /F1 11.2 Tf [(Teachers' Professional Development and the Elementary Mathematics Classroom)] TJ ET
BT 441.929 439.743 Td /F1 11.2 Tf [( Sophia Cohen 2004-)] TJ ET
BT 34.016 426.007 Td /F1 11.2 Tf [(07-13 This book illustrates the experiences of elementary school teachers across one year's time as they )] TJ ET
BT 34.016 412.270 Td /F1 11.2 Tf [(participated in a teacher development seminar focused on mathematics, and as a result changed their )] TJ ET
BT 34.016 398.534 Td /F1 11.2 Tf [(beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding )] TJ ET
BT 34.016 384.798 Td /F1 11.2 Tf [(the learning that takes a teacher from a more traditional teaching practice to one that is focused on the )] TJ ET
BT 34.016 371.062 Td /F1 11.2 Tf [(ideas and understandings that students and teachers have of the subject matter. The work emerges from )] TJ ET
BT 34.016 357.325 Td /F1 11.2 Tf [(and reports on a unique data set from a two-year study of teacher learning that was funded by the )] TJ ET
BT 34.016 343.589 Td /F1 11.2 Tf [(Spencer and MacArthur foundations. The teachers, whose work is at the center of this study, were )] TJ ET
BT 34.016 329.853 Td /F1 11.2 Tf [(participants in the Developing Mathematical Ideas seminar \(DMI\), a mathematics teacher development )] TJ ET
BT 34.016 316.117 Td /F1 11.2 Tf [(seminar for elementary school teachers. This seminar is one example of intensive, domain-specific )] TJ ET
BT 34.016 302.380 Td /F1 11.2 Tf [(professional development. In this seminar teachers study elementary mathematics content to deepen )] TJ ET
BT 34.016 288.644 Td /F1 11.2 Tf [(their own understanding of it, they study the development among children of the ideas central to )] TJ ET
BT 34.016 274.908 Td /F1 11.2 Tf [(elementary mathematics, and they experience a teaching and learning environment consistent with the )] TJ ET
BT 34.016 261.172 Td /F1 11.2 Tf [(pedagogy envisioned by the National Council for Teachers of Mathematics' Principles and Standards for )] TJ ET
BT 34.016 247.435 Td /F1 11.2 Tf [(School Mathematics. The seminar is a nationally available teacher development curriculum, thus )] TJ ET
BT 34.016 233.699 Td /F1 11.2 Tf [(interested educators can gain access to the resources necessary to offer similar seminars in their own )] TJ ET
BT 34.016 219.963 Td /F1 11.2 Tf [(communities. Teachers' Professional Development and the Elementary Mathematics Classroom: )] TJ ET
BT 34.016 206.227 Td /F1 11.2 Tf [(Bringing Understandings to Light will be widely interesting to a broad audience, including mathematics )] TJ ET
BT 34.016 192.490 Td /F1 11.2 Tf [(teacher educators, teacher education researchers, policymakers, and classroom teachers. It will serve )] TJ ET
BT 34.016 178.754 Td /F1 11.2 Tf [(well as a text in a range of graduate courses dealing with teacher cognition/knowledge for teaching, )] TJ ET
BT 34.016 165.018 Td /F1 11.2 Tf [(mathematics methods, psychology of learning, and pedagogical theory.)] TJ ET
BT 34.016 151.282 Td /F1 11.2 Tf [(The Handbook of Mathematics Teacher Education: Volume 4)] TJ ET
BT 338.531 151.282 Td /F1 11.2 Tf [( 2008-01-01 The Handbook of Mathematics )] TJ ET
BT 34.016 137.545 Td /F1 11.2 Tf [(Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of )] TJ ET
BT 34.016 123.809 Td /F1 11.2 Tf [(schooling to teach mathematics, and the provision of activity and programmes in which this learning can )] TJ ET
BT 34.016 110.073 Td /F1 11.2 Tf [(take place. It consists of four volumes. Volume 4 of this handbook has the title The Mathematics Teacher )] TJ ET
BT 34.016 96.337 Td /F1 11.2 Tf [(Educator as a Developing Professional.)] TJ ET
BT 34.016 82.600 Td /F1 11.2 Tf [(Improving Teacher Knowledge in K-12 Schooling)] TJ ET
0.225 w 0 J [ ] 0 d
34.016 80.744 m 277.871 80.744 l S
BT 277.871 82.600 Td /F1 11.2 Tf [( Xiaoxia A. Newton 2018-03-15 This volume examines )] TJ ET
BT 34.016 68.864 Td /F1 11.2 Tf [(how several key components of the mathematics education system in the United States fail to provide )] TJ ET
BT 34.016 55.128 Td /F1 11.2 Tf [(teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components )] TJ ET
endstream
endobj
17 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Contents 18 0 R
>>
endobj
18 0 obj
<<
/Length 8123 >>
stream
0.000 0.000 0.000 rg
0.000 0.000 0.000 RG
0.225 w 0 J [ ] 0 d
BT 34.016 796.885 Td /F1 11.2 Tf [(consist of teachers’ own learning experiences as students in K-12 classrooms, their undergraduate or )] TJ ET
BT 34.016 783.149 Td /F1 11.2 Tf [(graduate trainings in mathematics, and their in-service professional development trainings. Newton )] TJ ET
BT 34.016 769.413 Td /F1 11.2 Tf [(argues that unless we improve these system components as a whole and recognize the importance of )] TJ ET
BT 34.016 755.677 Td /F1 11.2 Tf [(teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, )] TJ ET
BT 34.016 741.940 Td /F1 11.2 Tf [(teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to )] TJ ET
BT 34.016 728.204 Td /F1 11.2 Tf [(their students, because these are the only types of mathematical knowledge they have at their disposal, )] TJ ET
BT 34.016 714.468 Td /F1 11.2 Tf [(both in terms of what they themselves have learned as K-12 students and in terms of the mathematical )] TJ ET
BT 34.016 700.732 Td /F1 11.2 Tf [(resources available to them, including the textbooks they rely on to teach as mathematics teachers.)] TJ ET
BT 34.016 686.995 Td /F1 11.2 Tf [(California Dreaming)] TJ ET
0.225 w 0 J [ ] 0 d
34.016 685.139 m 133.409 685.139 l S
BT 133.409 686.995 Td /F1 11.2 Tf [( Suzanne M. Wilson 2008-10-01 This compelling book tells the history of the past two )] TJ ET
BT 34.016 673.259 Td /F1 11.2 Tf [(decades of efforts to reform mathematics education in California. That history is a contentious one, full of )] TJ ET
BT 34.016 659.523 Td /F1 11.2 Tf [(such fervor and heat that participants and observers often refer to the “math wars.” Suzanne M. Wilson )] TJ ET
BT 34.016 645.787 Td /F1 11.2 Tf [(considers the many perspectives of those involved in math reform, weaving a tapestry of facts, )] TJ ET
BT 34.016 632.050 Td /F1 11.2 Tf [(philosophies, conversations, events, and personalities into a vivid narrative. While her focus is on )] TJ ET
BT 34.016 618.314 Td /F1 11.2 Tf [(California, the implications of her book extend to struggles over education policy and practice throughout )] TJ ET
BT 34.016 604.578 Td /F1 11.2 Tf [(the United States. Wilson’s three-dimensional account of math education reform efforts reveals how the )] TJ ET
BT 34.016 590.842 Td /F1 11.2 Tf [(debates tend to be deeply ideological and how people come to feel misunderstood and misrepresented. )] TJ ET
BT 34.016 577.105 Td /F1 11.2 Tf [(She examines the myths used to explain the failure of reforms, the actual reasons for failure, and the )] TJ ET
BT 34.016 563.369 Td /F1 11.2 Tf [(importance of taking multiple perspectives into account when planning and implementing reform.)] TJ ET
BT 34.016 549.633 Td /F1 11.2 Tf [(Research Trends in Mathematics Teacher Education)] TJ ET
BT 296.613 549.633 Td /F1 11.2 Tf [( Jane-Jane Lo 2014-05-28 Research on the )] TJ ET
BT 34.016 535.897 Td /F1 11.2 Tf [(preparation and continued development of mathematics teachers is becoming an increasingly important )] TJ ET
BT 34.016 522.160 Td /F1 11.2 Tf [(subset of mathematics education research. Such research explores the attributes, knowledge, skills and )] TJ ET
BT 34.016 508.424 Td /F1 11.2 Tf [(beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects )] TJ ET
BT 34.016 494.688 Td /F1 11.2 Tf [(of teachers and influences on teaching. Research Trends in Mathematics Teacher Education focuses on )] TJ ET
BT 34.016 480.952 Td /F1 11.2 Tf [(three major themes in current mathematics teacher education research: mathematical knowledge for )] TJ ET
BT 34.016 467.215 Td /F1 11.2 Tf [(teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through )] TJ ET
BT 34.016 453.479 Td /F1 11.2 Tf [(careful reports of individual research studies and cross-study syntheses of the state of research in these )] TJ ET
BT 34.016 439.743 Td /F1 11.2 Tf [(areas, the book provides insights into teachers’ learning processes and how these processes can be )] TJ ET
BT 34.016 426.007 Td /F1 11.2 Tf [(harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with )] TJ ET
BT 34.016 412.270 Td /F1 11.2 Tf [(primary and secondary learners \(writing relevant problems, planning lessons, being attentive to student )] TJ ET
BT 34.016 398.534 Td /F1 11.2 Tf [(learning\) and illustrate how knowledge can be accessed, assessed, and nurtured over the course of a )] TJ ET
BT 34.016 384.798 Td /F1 11.2 Tf [(teaching career. Commentaries provide context for current research while identifying areas deserving )] TJ ET
BT 34.016 371.062 Td /F1 11.2 Tf [(future study. Included among the topics: Teachers’ curricular knowledge Teachers’ personal and )] TJ ET
BT 34.016 357.325 Td /F1 11.2 Tf [(classroom mathematics Teachers’ learning journeys toward reasoning and sense-making Teachers’ )] TJ ET
BT 34.016 343.589 Td /F1 11.2 Tf [(transitions in noticing Teachers’ uses of a learning trajectory as a tool for mathematics lesson planning A )] TJ ET
BT 34.016 329.853 Td /F1 11.2 Tf [(unique and timely set of perspectives on the professional development of mathematics teachers at all )] TJ ET
BT 34.016 316.117 Td /F1 11.2 Tf [(stages of their careers, Research Trends in Mathematics Teacher Education brings clarity and practical )] TJ ET
BT 34.016 302.380 Td /F1 11.2 Tf [(advice to researchers as well as practitioners in this increasingly critical arena.)] TJ ET
BT 34.016 288.644 Td /F1 11.2 Tf [(Second International Handbook of Mathematics Education)] TJ ET
BT 324.164 288.644 Td /F1 11.2 Tf [( Alan Bishop 2012-02-02 ALAN 1. BISHOP )] TJ ET
BT 34.016 274.908 Td /F1 11.2 Tf [(The first International Handbook on Mathematics Education was published by Kluwer Academic )] TJ ET
BT 34.016 261.172 Td /F1 11.2 Tf [(Publishers in 1996. However, most of the writing for that handbook was done in 1995 and generally )] TJ ET
BT 34.016 247.435 Td /F1 11.2 Tf [(reflected the main research and development foci prior to 1994. There were four sections, 36 chapters, )] TJ ET
BT 34.016 233.699 Td /F1 11.2 Tf [(and some 150 people contributed to the final volume either as author, reviewer, editor, or critical friend. )] TJ ET
BT 34.016 219.963 Td /F1 11.2 Tf [(The task was a monumental one, attempting to cover the major research and practice developments in )] TJ ET
BT 34.016 206.227 Td /F1 11.2 Tf [(the international field of mathematics education as it appeared to the contributors in 1995. Inevitably )] TJ ET
BT 34.016 192.490 Td /F1 11.2 Tf [(there were certain omissions, some developments were only starting to emerge, and some literatures )] TJ ET
BT 34.016 178.754 Td /F1 11.2 Tf [(were only sketchy and speculative. However that Handbook has had to be reprinted three times, so it )] TJ ET
BT 34.016 165.018 Td /F1 11.2 Tf [(clearly fulfilled a need and I personally hope that it lived up to what I wrote in its Introduction: The )] TJ ET
BT 34.016 151.282 Td /F1 11.2 Tf [(Handbook thus attempts not merely to present a description of the international 'state-of-the-field', but )] TJ ET
BT 34.016 137.545 Td /F1 11.2 Tf [(also to offer synthetic and reflective overviews on the different directions being taken by the field, on the )] TJ ET
BT 34.016 123.809 Td /F1 11.2 Tf [(gaps existing in our present knowledge, on the current problems being faced, and on the future )] TJ ET
BT 34.016 110.073 Td /F1 11.2 Tf [(possibilities for development. \(Bishop et aI. , 1996\) Since that time there has been even more activity in )] TJ ET
BT 34.016 96.337 Td /F1 11.2 Tf [(our field, and now seems a good time to take stock again, to reflect on what has happened since 1995, )] TJ ET
BT 34.016 82.600 Td /F1 11.2 Tf [(and to create a second Handbook with the same overall goals.)] TJ ET
BT 34.016 68.864 Td /F1 11.2 Tf [(Resources for Preparing Middle School Mathematics Teachers)] TJ ET
BT 346.619 68.864 Td /F1 11.2 Tf [( Cheryl Beaver 2013-01-01 "Cheryl )] TJ ET
endstream
endobj
19 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Contents 20 0 R
>>
endobj
20 0 obj
<<
/Length 8040 >>
stream
0.000 0.000 0.000 rg
0.000 0.000 0.000 RG
0.225 w 0 J [ ] 0 d
BT 34.016 796.885 Td /F1 11.2 Tf [(Beaver, Laurie Burton, Maria Fung, Klay Kruczek, editors"--Cover.)] TJ ET
BT 34.016 783.149 Td /F1 11.2 Tf [(The Handbook of Mathematics Teacher Education: Volume 1)] TJ ET
BT 338.531 783.149 Td /F1 11.2 Tf [( 2008-01-01 Knowledge and Beliefs in )] TJ ET
BT 34.016 769.413 Td /F1 11.2 Tf [(Mathematics Teaching and Teaching Development addresses the “what” of mathematics teacher )] TJ ET
BT 34.016 755.677 Td /F1 11.2 Tf [(education, meaning knowledge for mathematics teaching and teaching development and consideration of )] TJ ET
BT 34.016 741.940 Td /F1 11.2 Tf [(associated beliefs.)] TJ ET
BT 34.016 728.204 Td /F1 11.2 Tf [(Educating Prospective Secondary Mathematics Teachers)] TJ ET
BT 319.754 728.204 Td /F1 11.2 Tf [( Marilyn E. Strutchens 2018-06-01 This book )] TJ ET
BT 34.016 714.468 Td /F1 11.2 Tf [(highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical )] TJ ET
BT 34.016 700.732 Td /F1 11.2 Tf [(findings gathered in several countries on five continents, it provides a wealth of best practices for )] TJ ET
BT 34.016 686.995 Td /F1 11.2 Tf [(preparing secondary mathematics teachers, and discusses issues related to their professional and )] TJ ET
BT 34.016 673.259 Td /F1 11.2 Tf [(personal growth, such as identity, content knowledge, and pedagogical content knowledge which also )] TJ ET
BT 34.016 659.523 Td /F1 11.2 Tf [(includes knowledge of integrating technology into teaching and learning mathematics. Divided into four )] TJ ET
BT 34.016 645.787 Td /F1 11.2 Tf [(parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and )] TJ ET
BT 34.016 632.050 Td /F1 11.2 Tf [(teacher professional identities. Some of the main threads running through the book are: the importance )] TJ ET
BT 34.016 618.314 Td /F1 11.2 Tf [(of university and school partners working together to ensure preservice secondary mathematics teacher’ )] TJ ET
BT 34.016 604.578 Td /F1 11.2 Tf [(success in developing pedagogical strategies that lead toward students’ mathematical engagement and )] TJ ET
BT 34.016 590.842 Td /F1 11.2 Tf [(achievement; the critical need for preservice secondary mathematics teachers to develop strong content )] TJ ET
BT 34.016 577.105 Td /F1 11.2 Tf [(knowledge and pedagogical content knowledge; and the importance of providing opportunities, during )] TJ ET
BT 34.016 563.369 Td /F1 11.2 Tf [(pre-service education, for developing prospective teachers ?professional identities.)] TJ ET
BT 34.016 549.633 Td /F1 11.2 Tf [(Reforms and Issues in School Mathematics in East Asia)] TJ ET
0.225 w 0 J [ ] 0 d
34.016 547.777 m 312.869 547.777 l S
BT 312.869 549.633 Td /F1 11.2 Tf [( 2010-01-01 Collectively, the book extends )] TJ ET
BT 34.016 535.897 Td /F1 11.2 Tf [(beyond what we can learn about exemplary practices in individual education systems in East Asia. It )] TJ ET
BT 34.016 522.160 Td /F1 11.2 Tf [(helps us develop a better understanding of the interplay between various measures for the pursuit of )] TJ ET
BT 34.016 508.424 Td /F1 11.2 Tf [(excellence in mathematics curriculum and teacher education on the one hand, and the different system )] TJ ET
BT 34.016 494.688 Td /F1 11.2 Tf [(contexts on the other.)] TJ ET
BT 34.016 480.952 Td /F1 11.2 Tf [(Teacher, I Know!)] TJ ET
BT 119.054 480.952 Td /F1 11.2 Tf [( Jaime L. Haar 2004 )] TJ ET
BT 34.016 467.215 Td /F1 11.2 Tf [(Mathematics Education)] TJ ET
BT 150.937 467.215 Td /F1 11.2 Tf [( Mark Wolfmeyer 2017-01-12 Mathematics Education offers both undergraduates )] TJ ET
BT 34.016 453.479 Td /F1 11.2 Tf [(and starting-graduate students in education an introduction to the connections that exist between )] TJ ET
BT 34.016 439.743 Td /F1 11.2 Tf [(mathematics and a critical orientation to education. This primer shows how concepts like race, class, )] TJ ET
BT 34.016 426.007 Td /F1 11.2 Tf [(gender, and language have real effects in the mathematics classroom, and prepares current and future )] TJ ET
BT 34.016 412.270 Td /F1 11.2 Tf [(mathematics teachers with a more critical math education that increases accessibility for all students. By )] TJ ET
BT 34.016 398.534 Td /F1 11.2 Tf [(refocusing math learning towards the goals of democracy and social and environmental crises, the book )] TJ ET
BT 34.016 384.798 Td /F1 11.2 Tf [(also introduces readers to broader contemporary school policy and reform debates and struggles. Mark )] TJ ET
BT 34.016 371.062 Td /F1 11.2 Tf [(Wolfmeyer shows future and current teachers how critical mathematics education can be put into practice )] TJ ET
BT 34.016 357.325 Td /F1 11.2 Tf [(with concrete strategies and examples in both formal and informal educational settings. With )] TJ ET
BT 34.016 343.589 Td /F1 11.2 Tf [(opportunities for readers to engage in deeper discussion through suggested activities, Mathematics )] TJ ET
BT 34.016 329.853 Td /F1 11.2 Tf [(Education’s pedagogical features include: Study Questions for Teachers and Students Text Boxes with )] TJ ET
BT 34.016 316.117 Td /F1 11.2 Tf [(Examples of Critical Education in Practice Annotated List of Further Readings Glossary)] TJ ET
BT 34.016 302.380 Td /F1 11.2 Tf [(The Teacher Development Continuum in the United States and China)] TJ ET
BT 380.426 302.380 Td /F1 11.2 Tf [( National Research Council 2010-)] TJ ET
BT 34.016 288.644 Td /F1 11.2 Tf [(10-28 In 1999, Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' )] TJ ET
BT 34.016 274.908 Td /F1 11.2 Tf [(Understanding of Fundamental Mathematics in the United States and China, which probed the kinds of )] TJ ET
BT 34.016 261.172 Td /F1 11.2 Tf [(knowledge that elementary school teachers need to convey mathematical concepts and procedures )] TJ ET
BT 34.016 247.435 Td /F1 11.2 Tf [(effectively to their students. Later that year, Roger Howe, a member of the U.S. National Commission on )] TJ ET
BT 34.016 233.699 Td /F1 11.2 Tf [(Mathematics Instruction \(USNC/MI\), reviewed the book for the Notices of the American Mathematical )] TJ ET
BT 34.016 219.963 Td /F1 11.2 Tf [(Society, concluding that it 'has lessons for all educational policymakers.' Intrigued by the idea of )] TJ ET
BT 34.016 206.227 Td /F1 11.2 Tf [(superrank teachers, the USNC/MI sponsored a workshop entitled 'The Teacher Development Continuum )] TJ ET
BT 34.016 192.490 Td /F1 11.2 Tf [(in the United States and China'. The purpose of the workshop was to examine the structure of the )] TJ ET
BT 34.016 178.754 Td /F1 11.2 Tf [(mathematics teaching profession in the United States and China. The main presentations and discussion )] TJ ET
BT 34.016 165.018 Td /F1 11.2 Tf [(from the workshop are summarized in this volume.)] TJ ET
BT 34.016 151.282 Td /F1 11.2 Tf [(Mentoring Mathematics Teachers)] TJ ET
BT 200.943 151.282 Td /F1 11.2 Tf [( Rosalyn Hyde 2013-09-23 Designed to support both teachers and )] TJ ET
BT 34.016 137.545 Td /F1 11.2 Tf [(university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both )] TJ ET
BT 34.016 123.809 Td /F1 11.2 Tf [(primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice )] TJ ET
BT 34.016 110.073 Td /F1 11.2 Tf [(that is based on practice, underpinned by research, and geared specifically towards this challenging )] TJ ET
BT 34.016 96.337 Td /F1 11.2 Tf [(subject area. Developed by members of The Association of Mathematics Education Teachers, the )] TJ ET
BT 34.016 82.600 Td /F1 11.2 Tf [(authors draw upon the most up-to-date research and theory to provide evidence-based practical )] TJ ET
BT 34.016 68.864 Td /F1 11.2 Tf [(guidance. Themes covered include: the recognition of the importance of pedagogical content knowledge )] TJ ET
BT 34.016 55.128 Td /F1 11.2 Tf [(building upon subject knowledge developing skills of self-evaluation in order to reflect and develop your )] TJ ET
endstream
endobj
21 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Contents 22 0 R
>>
endobj
22 0 obj
<<
/Length 7926 >>
stream
0.000 0.000 0.000 rg
0.000 0.000 0.000 RG
0.225 w 0 J [ ] 0 d
BT 34.016 796.885 Td /F1 11.2 Tf [(own practice the on-going need to address issues of equity and diversity within the profession the need )] TJ ET
BT 34.016 783.149 Td /F1 11.2 Tf [(for pre-service teachers and their mentors to work together effectively as a partnership the importance of )] TJ ET
BT 34.016 769.413 Td /F1 11.2 Tf [(collaboration, shared goals, mutual benefit and growth. Addressing issues of mentoring for all trainee and )] TJ ET
BT 34.016 755.677 Td /F1 11.2 Tf [(practising mathematics teachers, Mentoring Mathematics Teachers demonstrates both the importance of )] TJ ET
BT 34.016 741.940 Td /F1 11.2 Tf [(mentoring in the development of new teachers of mathematics, but also the benefits to all those who )] TJ ET
BT 34.016 728.204 Td /F1 11.2 Tf [(involve themselves in this challenging and rewarding task.)] TJ ET
BT 34.016 714.468 Td /F1 11.2 Tf [(Inquiry into Mathematics Teacher Education)] TJ ET
BT 253.481 714.468 Td /F1 11.2 Tf [( Fran Arbaugh 2015-10-01 \(Orginally published in 2008\) The )] TJ ET
BT 34.016 700.732 Td /F1 11.2 Tf [(14 chapters in this monograph provide support for mathematics teacher educators in both their Practical )] TJ ET
BT 34.016 686.995 Td /F1 11.2 Tf [(Knowledge and their Professional Knowledge. Individually, these articles provide insights into advancing )] TJ ET
BT 34.016 673.259 Td /F1 11.2 Tf [(our thinking about professional development, teacher preparation, and program development. )] TJ ET
BT 34.016 659.523 Td /F1 11.2 Tf [(Collectively, they have the potential to help the field of mathematics teacher education move forward in )] TJ ET
BT 34.016 645.787 Td /F1 11.2 Tf [(framing effective practices in mathematics teacher education and developing a focused, cohesive )] TJ ET
BT 34.016 632.050 Td /F1 11.2 Tf [(research agenda. ATME's Monograph 5, therefore, is a superb resource for mathematics teacher )] TJ ET
BT 34.016 618.314 Td /F1 11.2 Tf [(education.)] TJ ET
BT 34.016 604.578 Td /F1 11.2 Tf [(Knowing and Teaching Elementary Mathematics)] TJ ET
BT 275.362 604.578 Td /F1 11.2 Tf [( Liping Ma 2010-03-26 Studies of teachers in the U.S. )] TJ ET
BT 34.016 590.842 Td /F1 11.2 Tf [(often document insufficient subject matter knowledge in mathematics. Yet, these studies give few )] TJ ET
BT 34.016 577.105 Td /F1 11.2 Tf [(examples of the knowledge teachers need to support teaching, particularly the kind of teaching )] TJ ET
BT 34.016 563.369 Td /F1 11.2 Tf [(demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics )] TJ ET
BT 34.016 549.633 Td /F1 11.2 Tf [(describes the nature and development of the knowledge that elementary teachers need to become )] TJ ET
BT 34.016 535.897 Td /F1 11.2 Tf [(accomplished mathematics teachers, and suggests why such knowledge seems more common in China )] TJ ET
BT 34.016 522.160 Td /F1 11.2 Tf [(than in the United States, despite the fact that Chinese teachers have less formal education than their )] TJ ET
BT 34.016 508.424 Td /F1 11.2 Tf [(U.S. counterparts. The anniversary edition of this bestselling volume includes the original studies that )] TJ ET
BT 34.016 494.688 Td /F1 11.2 Tf [(compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a )] TJ ET
BT 34.016 480.952 Td /F1 11.2 Tf [(powerful framework for grasping the mathematical content necessary to understand and develop the )] TJ ET
BT 34.016 467.215 Td /F1 11.2 Tf [(thinking of school children. Highlighting notable changes in the field and the author’s work, this new )] TJ ET
BT 34.016 453.479 Td /F1 11.2 Tf [(edition includes an updated preface, introduction, and key journal articles that frame and contextualize )] TJ ET
BT 34.016 439.743 Td /F1 11.2 Tf [(this seminal work.)] TJ ET
BT 34.016 426.007 Td /F1 11.2 Tf [(The Learning and Development of Mathematics Teacher Educators)] TJ ET
BT 369.164 426.007 Td /F1 11.2 Tf [( Merrilyn Goos 2021-04-07 Research )] TJ ET
BT 34.016 412.270 Td /F1 11.2 Tf [(in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-)] TJ ET
BT 34.016 398.534 Td /F1 11.2 Tf [(15 years. Within this field there is emerging interest in how mathematics teacher educators \(MTEs\) )] TJ ET
BT 34.016 384.798 Td /F1 11.2 Tf [(themselves learn and develop. Until recently there were few published studies on this topic, and the )] TJ ET
BT 34.016 371.062 Td /F1 11.2 Tf [(processes by which mathematics teacher educators learn, and the forms of knowledge they require for )] TJ ET
BT 34.016 357.325 Td /F1 11.2 Tf [(effective practice, had not been systematically investigated. However, researchers in mathematics )] TJ ET
BT 34.016 343.589 Td /F1 11.2 Tf [(education are now beginning to investigate the development of MTE expertise and associated issues. )] TJ ET
BT 34.016 329.853 Td /F1 11.2 Tf [(This volume draws on the latest research and thinking in this area is therefore timely to stimulate future )] TJ ET
BT 34.016 316.117 Td /F1 11.2 Tf [(development and directions. It will survey the emerging field of inquiry in mathematics education, )] TJ ET
BT 34.016 302.380 Td /F1 11.2 Tf [(combining the work of established scholars with perspectives of newcomers to the field, with the aim of )] TJ ET
BT 34.016 288.644 Td /F1 11.2 Tf [(influencing development of the field, invite cross-cultural comparisons in becoming a mathematics )] TJ ET
BT 34.016 274.908 Td /F1 11.2 Tf [(teacher educator by highlighting issues in the development of MTEs in different countries, and examine )] TJ ET
BT 34.016 261.172 Td /F1 11.2 Tf [(the roles of both mathematics educators and mathematicians in preparing future teachers of )] TJ ET
BT 34.016 247.435 Td /F1 11.2 Tf [(mathematics. The primary audience will be university-based mathematics teacher educators and MTE )] TJ ET
BT 34.016 233.699 Td /F1 11.2 Tf [(researchers, and postgraduate research students who are seeking academic careers as MTEs. )] TJ ET
BT 34.016 219.963 Td /F1 11.2 Tf [(Additional interest may come from teacher educators in disciplines other than mathematics, and )] TJ ET
BT 34.016 206.227 Td /F1 11.2 Tf [(education policy makers responsible for accreditation and quality control of initial teacher education )] TJ ET
BT 34.016 192.490 Td /F1 11.2 Tf [(programs.)] TJ ET
BT 34.016 178.754 Td /F1 11.2 Tf [(The How and Why of Teaching Elementary Mathematics)] TJ ET
0.225 w 0 J [ ] 0 d
34.016 176.898 m 315.367 176.898 l S
BT 315.367 178.754 Td /F1 11.2 Tf [( Robert P. Hunting 2014-03-01 The first edition )] TJ ET
BT 34.016 165.018 Td /F1 11.2 Tf [(of The How and Why of Teaching Elementary Mathematics is a resource of over 280 questions and )] TJ ET
BT 34.016 151.282 Td /F1 11.2 Tf [(answers spanning a range of topics central to successful and effective mathematics teaching. It )] TJ ET
BT 34.016 137.545 Td /F1 11.2 Tf [(represents all I know \(and some things I didn’t know\) based in large part on decades of experience )] TJ ET
BT 34.016 123.809 Td /F1 11.2 Tf [(providing training courses, workshops and lectures to elementary teachers and teachers-to-be in )] TJ ET
BT 34.016 110.073 Td /F1 11.2 Tf [(mathematics curriculum, learning, teaching, and assessment, both in Australia and the United States. )] TJ ET
BT 34.016 96.337 Td /F1 11.2 Tf [(Content is grouped into 13 broad topics: Manipulatives, Aids, and Concrete Materials Attitudes, Beliefs, )] TJ ET
BT 34.016 82.600 Td /F1 11.2 Tf [(and Culture Chance and Data Assessment and Learning Theory Early Number Leading to Place Value )] TJ ET
BT 34.016 68.864 Td /F1 11.2 Tf [(Geometry Measurement Number facts and Basic Operations Whole Number Computation Fractions, )] TJ ET
BT 34.016 55.128 Td /F1 11.2 Tf [(Decimals, Ratio, and Proportion Number Systems, Principles, and Number Sense Pattern Problem )] TJ ET
endstream
endobj
23 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Contents 24 0 R
>>
endobj
24 0 obj
<<
/Length 7935 >>
stream
0.000 0.000 0.000 rg
0.000 0.000 0.000 RG
0.225 w 0 J [ ] 0 d
BT 34.016 796.885 Td /F1 11.2 Tf [(Solving The core audience for this book includes practicing elementary teachers, teachers-in-training, )] TJ ET
BT 34.016 783.149 Td /F1 11.2 Tf [(and mathematics teacher educators. Parents and carers interested in detailed explanations for methods )] TJ ET
BT 34.016 769.413 Td /F1 11.2 Tf [(of mathematics teaching used in modern elementary classrooms would also benefit from having access )] TJ ET
BT 34.016 755.677 Td /F1 11.2 Tf [(to this resource.)] TJ ET
BT 34.016 741.940 Td /F1 11.2 Tf [(Understanding Others, Educating Ourselves)] TJ ET
BT 254.111 741.940 Td /F1 11.2 Tf [( National Research Council 2003-05-22 Since 1988, the )] TJ ET
BT 34.016 728.204 Td /F1 11.2 Tf [(Board on International Comparative Studies in Education \(BICSE\) at the \(U.S.\) National Research )] TJ ET
BT 34.016 714.468 Td /F1 11.2 Tf [(Council of the National Academies has engaged in activities designed to increase the rigor and )] TJ ET
BT 34.016 700.732 Td /F1 11.2 Tf [(sophistication of international comparative studies in education by encouraging synergies between large )] TJ ET
BT 34.016 686.995 Td /F1 11.2 Tf [(and smaller scale international comparative education research, to identify gaps in the existing research )] TJ ET
BT 34.016 673.259 Td /F1 11.2 Tf [(base, and to assist in communicating results to policy makers and the public. Under the current grant )] TJ ET
BT 34.016 659.523 Td /F1 11.2 Tf [(\(1998-2002\), funded by the National Science Foundation and the U.S. Department of Education's )] TJ ET
BT 34.016 645.787 Td /F1 11.2 Tf [(National Center for Education Statistics, BICSE has sponsored public events and commissioned papers )] TJ ET
BT 34.016 632.050 Td /F1 11.2 Tf [(on the effects of the Trends in International Mathematics and Science Study \(TIMSS\), the power of video )] TJ ET
BT 34.016 618.314 Td /F1 11.2 Tf [(technology in international education research, international perspectives on teacher quality, and )] TJ ET
BT 34.016 604.578 Td /F1 11.2 Tf [(advances in the methodology of cross-national surveys of education achievement. This report responds )] TJ ET
BT 34.016 590.842 Td /F1 11.2 Tf [(to a request from the board's sponsors under the current grant to produce a report that builds on its )] TJ ET
BT 34.016 577.105 Td /F1 11.2 Tf [(previous work.)] TJ ET
BT 34.016 563.369 Td /F1 11.2 Tf [(The Mathematics that Every Secondary Math Teacher Needs to Know)] TJ ET
BT 382.912 563.369 Td /F1 11.2 Tf [( Alan Sultan 2011-02-09 What )] TJ ET
BT 34.016 549.633 Td /F1 11.2 Tf [(knowledge of mathematics do secondary school math teachers need to facilitate understanding, )] TJ ET
BT 34.016 535.897 Td /F1 11.2 Tf [(competency, and interest in mathematics for all of their students? This unique text and resource bridges )] TJ ET
BT 34.016 522.160 Td /F1 11.2 Tf [(the gap between the mathematics learned in college and the mathematics taught in secondary schools. )] TJ ET
BT 34.016 508.424 Td /F1 11.2 Tf [(Written in an informal, clear, and interactive learner-centered style, it is designed to help pre-service and )] TJ ET
BT 34.016 494.688 Td /F1 11.2 Tf [(in-service teachers gain the deep mathematical insight they need to engage their students in learning )] TJ ET
BT 34.016 480.952 Td /F1 11.2 Tf [(mathematics in a multifaceted way that is interesting, developmental, connected, deep, understandable, )] TJ ET
BT 34.016 467.215 Td /F1 11.2 Tf [(and often, surprising and entertaining. Features include Launch questions at the beginning of each )] TJ ET
BT 34.016 453.479 Td /F1 11.2 Tf [(section, Student Learning Opportunities, Questions from the Classroom, and highlighted themes )] TJ ET
BT 34.016 439.743 Td /F1 11.2 Tf [(throughout to aid readers in becoming teachers who have great "MATH-N-SIGHT": M Multiple )] TJ ET
BT 34.016 426.007 Td /F1 11.2 Tf [(Approaches/Representations A Applications to Real Life T Technology H History N Nature of )] TJ ET
BT 34.016 412.270 Td /F1 11.2 Tf [(Mathematics: Reasoning and Proof S Solving Problems I Interlinking Concepts: Connections G Grade )] TJ ET
BT 34.016 398.534 Td /F1 11.2 Tf [(Levels H Honing of Mathematical Skills T Typical Errors This text is aligned with the recently released )] TJ ET
BT 34.016 384.798 Td /F1 11.2 Tf [(Common Core State Standards, and is ideally suited for a capstone mathematics course in a secondary )] TJ ET
BT 34.016 371.062 Td /F1 11.2 Tf [(mathematics certification program. It is also appropriate for any methods or mathematics course for pre- )] TJ ET
BT 34.016 357.325 Td /F1 11.2 Tf [(or in-service secondary mathematics teachers, and is a valuable resource for classroom teachers.)] TJ ET
BT 34.016 343.589 Td /F1 11.2 Tf [(Elementary Mathematics Curriculum Materials)] TJ ET
BT 264.056 343.589 Td /F1 11.2 Tf [( Janine T. Remillard 2020-03-16 The book presents )] TJ ET
BT 34.016 329.853 Td /F1 11.2 Tf [(comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three )] TJ ET
BT 34.016 316.117 Td /F1 11.2 Tf [(different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors )] TJ ET
BT 34.016 302.380 Td /F1 11.2 Tf [(communicate with teachers. These perspectives comprise a framework for examining what curriculum )] TJ ET
BT 34.016 288.644 Td /F1 11.2 Tf [(materials are comprised of, what is involved in reading and interpreting them, and how curriculum )] TJ ET
BT 34.016 274.908 Td /F1 11.2 Tf [(authors can and do support teachers in this process. Although the focus of the analysis is 5 programs )] TJ ET
BT 34.016 261.172 Td /F1 11.2 Tf [(used at a particular point in time, this framework extends beyond these specific programs and illuminates )] TJ ET
BT 34.016 247.435 Td /F1 11.2 Tf [(the complexity of curriculum materials and their role in teaching in general. Our analysis of the )] TJ ET
BT 34.016 233.699 Td /F1 11.2 Tf [(mathematical emphasis considers how the mathematics content is presented in each program, in terms )] TJ ET
BT 34.016 219.963 Td /F1 11.2 Tf [(of sequencing, the nature of mathematical tasks \(cognitive demand and ongoing practice\), and the way )] TJ ET
BT 34.016 206.227 Td /F1 11.2 Tf [(representations are used. Our analysis of the pedagogical approach examines explicit and implicit )] TJ ET
BT 34.016 192.490 Td /F1 11.2 Tf [(messages about how students should interact with mathematics, one another, the teacher, and the )] TJ ET
BT 34.016 178.754 Td /F1 11.2 Tf [(textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how )] TJ ET
BT 34.016 165.018 Td /F1 11.2 Tf [(curriculum authors support teachers, we analyze how they communicate with teachers and what they )] TJ ET
BT 34.016 151.282 Td /F1 11.2 Tf [(communicate about, including the underlying mathematics, noticing student thinking, and rationale for )] TJ ET
BT 34.016 137.545 Td /F1 11.2 Tf [(design elements. The volume includes a chapter on curriculum design decisions based on interviews with )] TJ ET
BT 34.016 123.809 Td /F1 11.2 Tf [(curriculum authors.)] TJ ET
BT 34.016 110.073 Td /F1 11.2 Tf [(The Math Teachers Know)] TJ ET
BT 162.817 110.073 Td /F1 11.2 Tf [( Brent Davis 2013-07-18 What sorts of mathematics competencies must )] TJ ET
BT 34.016 96.337 Td /F1 11.2 Tf [(teachers have in order to teach the discipline well? This book offers a novel take on the question. Most )] TJ ET
BT 34.016 82.600 Td /F1 11.2 Tf [(research is focused on explicit knowledge–that is, on the sorts of insights that might be specified, )] TJ ET
BT 34.016 68.864 Td /F1 11.2 Tf [(catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers’ )] TJ ET
BT 34.016 55.128 Td /F1 11.2 Tf [(mathematics knowledge that precede and enable their competencies with formal mathematics. It )] TJ ET
endstream
endobj
25 0 obj
<< /Type /Page
/MediaBox [0.000 0.000 595.280 841.890]
/Parent 3 0 R
/Annots [ 27 0 R ]
/Contents 26 0 R
>>
endobj
26 0 obj
<<
/Length 2454 >>
stream
0.000 0.000 0.000 rg
0.000 0.000 0.000 RG
0.225 w 0 J [ ] 0 d
BT 34.016 796.885 Td /F1 11.2 Tf [(highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-)] TJ ET
BT 34.016 783.149 Td /F1 11.2 Tf [(synthesize it in ways that will make it more available for teaching. Emerging from 10 years of )] TJ ET
BT 34.016 769.413 Td /F1 11.2 Tf [(collaborative inquiry with practicing teachers, it is simultaneously informed by the most recent research )] TJ ET
BT 34.016 755.677 Td /F1 11.2 Tf [(and anchored to the realities of teachers’ lives in classrooms.)] TJ ET
BT 34.016 741.940 Td /F1 11.2 Tf [(Mathematics Teacher Noticing)] TJ ET
BT 185.936 741.940 Td /F1 11.2 Tf [( Miriam Sherin 2011-02-01 Mathematics Teacher Noticing is the first book )] TJ ET
BT 34.016 728.204 Td /F1 11.2 Tf [(to examine research on the particular type of noticing done by teachers---how teachers pay attention to )] TJ ET
BT 34.016 714.468 Td /F1 11.2 Tf [(and make sense of what happens in the complexity of instructional situations. In the midst of all that is )] TJ ET
BT 34.016 700.732 Td /F1 11.2 Tf [(happening in a classroom, where do mathematics teachers look, what do they see, and what sense do )] TJ ET
BT 34.016 686.995 Td /F1 11.2 Tf [(they make of it? This groundbreaking collection begins with an overview of the construct of noticing and )] TJ ET
BT 34.016 673.259 Td /F1 11.2 Tf [(the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on )] TJ ET
BT 34.016 659.523 Td /F1 11.2 Tf [(studies of mathematics teacher noticing in the context of teaching and learning and concludes by )] TJ ET
BT 34.016 645.787 Td /F1 11.2 Tf [(suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in )] TJ ET
BT 34.016 632.050 Td /F1 11.2 Tf [(one volume, the editors present the current state of research and provide ideas for how future work could )] TJ ET
BT 34.016 618.314 Td /F1 11.2 Tf [(further the field.)] TJ ET
BT 36.266 580.752 Td /F1 8.0 Tf [(knowing-and-teaching-elementary-mathematics-teachers-understandng-)] TJ ET
BT 36.266 570.984 Td /F1 8.0 Tf [(fundamental-in-china-the-united-states-liping-ma)] TJ ET
BT 333.566 576.076 Td /F1 8.0 Tf [(Downloaded from )] TJ ET
BT 398.478 575.868 Td /F1 8.0 Tf [(fiftytables.nl)] TJ ET
BT 440.718 576.076 Td /F1 8.0 Tf [( on September 28, 2022 by guest)] TJ ET
endstream
endobj
27 0 obj
<< /Type /Annot
/Subtype /Link
/A 28 0 R
/Border [0 0 0]
/H /I
/Rect [ 398.4783 575.1284 440.7183 583.2684 ]
>>
endobj
28 0 obj
<< /Type /Action
/S /URI
/URI (https://fiftytables.nl)
>>
endobj
xref
0 29
0000000000 65535 f
0000000009 00000 n
0000000074 00000 n
0000000120 00000 n
0000000337 00000 n
0000000366 00000 n
0000000888 00000 n
0000000991 00000 n
0000007486 00000 n
0000007593 00000 n
0000007697 00000 n
0000015687 00000 n
0000015792 00000 n
0000024101 00000 n
0000024206 00000 n
0000032416 00000 n
0000032521 00000 n
0000040715 00000 n
0000040820 00000 n
0000048996 00000 n
0000049101 00000 n
0000057194 00000 n
0000057299 00000 n
0000065278 00000 n
0000065383 00000 n
0000073371 00000 n
0000073495 00000 n
0000076002 00000 n
0000076130 00000 n
trailer
<<
/Size 29
/Root 1 0 R
/Info 5 0 R
>>
startxref
76204
%%EOF