Language of Mathematics

How the Teacher's Knowledge of Mathematics Affects Instruction

Inbunden, Engelska, 2020

AvPatrick M. Jenlink

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The Language of Mathematics: How the Teacher’s Knowledge of Mathematics Affects Instruction introduces the reader to a collection of thoughtful works by authors that represent current thinking about mathematics teacher preparation. The book provides the reader with current and relevant knowledge concerning preparation of mathematics teachers. The complexity of teaching mathematics is undeniable and all too often ignored in the preparation of teachers with substantive mathematical content knowledge and mathematical teaching knowledge. That said, this book has a focus on the substantive knowledge and the relevant pedagogy required for preparing teachings to enter classrooms to teach mathematics in K-12 school settings. Each chapter focuses on the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. Chapter One opens the book with a focus on the language and knowledge of mathematics teaching. The authors of Chapters Two-Nine present field-based research that examines the complexities of content and pedagogical knowledge as well as knowledge for teaching. Each chapter offers the reader an examination of mathematics teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as providing the findings and conclusions drawn with respect to mathematics teacher preparation and practice. Finally, Chapter 10 presents an epilogue that focuses on the future of mathematics teacher preparation.

Produktinformation

Utgivningsdatum2020-02-04
Mått160 x 229 x 18 mm
Vikt472 g
FormatInbunden
SpråkEngelska
Antal sidor220
FörlagBloomsbury Publishing Plc
ISBN9781475854794

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TABLE OF CONTENTSPrefaceAcknowledgementsChapter 1. Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive KnowledgePatrick M. JenlinkChapter 2. Cultivating Dispositions for Teaching and Learning Elementary MathematicsMichelle C. HughesChapter 3. Preservice Elementary Education Majors’ Attitudes about Mathematics: A Semantic DifferentialCarmen M. Latterell and Janelle L. WilsonChapter 4. Addressing Math Phobia at its Source: A Case StudyMelinda (Mindy) Eichhorn and Courtney LacsonChapter 5. A Teacher’s Perspective of Quantitative Literacy in Middle School MathematicsHeather Crawford-Ferre and Diana L. MossChapter 6. Something Doesn’t Add Up: Math Teachers and Student-centered PedagogyDavid Nurenberg and Se-Ah Kwon SiegelChapter 7. A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of TeachersSinem Sozen Ozdogan, Didem Akyuz and Erdinc CakirogluChapter 8. Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two ContextsJennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang Chapter 9. Complex Adaptive Model of Algebra Professional DevelopmentSarah Smitherman Pratt and Colleen McLean EddyChapter 10. Epilogue: Looking Toward the Future of Mathematics Teacher PreparationPatrick M. JenlinkAbout the Editor and Authors

Drawing on multiple quantitative and qualitative research methods, this collection of essays regarding in-service teacher training provides valuable information to many different stakeholders in mathematics education. Math educators at all levels will find value in the overarching framework that summarizes mathematical knowledge for teaching. Moreover, courses on math methods will benefit from the discussions on the role of teachers in promoting positive dispositions toward math, reducing math anxiety, and combating apathy toward the subject by demonstrating the utility of mathematics. The needs of in-service teachers are also addressed through sections on content-focused professional development as a means of driving instructional change in the classroom. Throughout the volume, the importance of a rich understanding of math is evident, from both mathematicians' and teachers' points of view. This book is well suited for math educators at two- and four-year universities and for those who mentor pre-service or in-service teachers. Summing Up: Recommended. Lower-division undergraduates through faculty.