Middle Grade Teachers' Mathematical Knowledge and Its Relationship to Instruction

At the Center for Research in Mathematics and Science Education, San Diego State University, Judith T. Sowder is Professor of Mathematical Sciences, Randolph A. Philipp and Barbara E. Armstrong are Assistant Professors of Teacher Education, and Bonnie P. Schappelle is a Research Associate.

• 1. Introduction 2. Conceptual Framework 3. Methodology 4. Results: Effects of Seminars on Teachers' Knowledge 5. Linda: Coming to Appreciate the Role of Mathematics in Professional Development 6. Shey: Teaching Mathematics to Children of Diversity 7. Darota: Ideals Collide With Reality 8. Tom: Mathematics as Concepts Versus Mathematics as Procedures: Finding a Balance 9. Cynthia: The Pain of Change 10. Student Learning 11. Reflections and Conclusions References Appendixes A. Test of Teachers' Pedagogical Content UnderstandingB. Initial Interviews With TeachersC. Reflections of Teachers at Conclusion of Year 1D. Teacher Observation FormE. Teacher/Teacher Observation FormF. Fraction Understanding and Proporational Reasoning Text Index

"What I like most about the this book is that it brings together in one study many aspects of research in mathematics education–it marries what we know about the meaningful learning of multiplicative structures with what we know about effective teacher training. It incorporates elements of the research base on what it takes to change teachers' beliefs and teaching practices. It is longitudinal and qualitative in nature—and thus gives some badly needed depth to this confluence of various areas of study in mathematics education." — Vicky L. Kouba, University at Albany, State University of New York"This book represents sound and important scholarship in the field of mathematics education, particularly in mathematics teacher education. The authors have conducted a good study, one that is of the long term nature that can serve as a model to be emulated by researchers and those interested in professional development." — Doug Jones, University of Kentucky