After the Elementary Mathematics Teacher Workshop: Stories of Becoming Complex Instruction Teachers

2016 ◽  
Vol 116 (3) ◽  
pp. 437-458 ◽  
Author(s):  
Joy A. Oslund
Keyword(s):  
Mathematics Teacher ◽  
Elementary Mathematics ◽  
Complex Instruction ◽  
Teacher Workshop

Why Not Be Sensible About Meaning?

1945 ◽  
Vol 38 (3) ◽  
pp. 99-102
Author(s):  
Harry G. Wheat
Keyword(s):  
Mathematics Teacher ◽  
Elementary Mathematics ◽  
Recent Issue

An article in a recent issue of The Mathematics Teacher* admonishes us to be sensible about the meaning we attempt to teach the pupils in our classes in elementary mathematics. It goes on seriously to question both the sense and the utility of teaching meaning, and still further to suggest that it can't be done anyhow.

scholarly journals Supporting novice mathematics teacher educators teaching elementary mathematics content courses for the first time

2020 ◽  
Vol 17 (2-3) ◽  
pp. 493-536
Author(s):  
Siobahn Suppa ◽  
Joseph DiNapoli ◽  
Eva Thanheiser ◽  
Jennifer M. Tobias ◽  
Sheunghyun Yeo
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educators ◽  
Elementary Mathematics ◽  
Mathematics Teacher Educators ◽  
First Time ◽  
Mathematics Content Courses

Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment

2020 ◽  
pp. 226-253 ◽  
Author(s):  
Crystal Anne Kalinec-Craig ◽  
Priya V. Prasad ◽  
Raquel Vallines Mira
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Methods Course ◽  
Self Assessment ◽  
Mathematics Content Courses ◽  
Teacher Learners

In this chapter, the authors consider the purposeful design of two mathematics content courses (Content 1 and Content II) and one methods course (Methods) as a means of helping teacher candidates (TCs) learn about divergent formative assessment (DFA), which seeks to explore what students understand rather than only if they understand a concept or skill. The authors leverage the research of groupworthy tasks and the Rights of the Learner to describe three tasks they use to help TCs learn mathematics through problem-solving and to learn to teach through problem-solving. The chapter outlines three commonalities across the courses: 1) Shifting from implicit to explicit and informal to formal practices of DFA that reflects teaching through problem-solving; 2) Using DFAs to transition TCs' identities from learners to teacher-learners; and 3) Supporting TCs' self-assessment through DFAs in multiple ways.

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