Teaching school mathematics to prospective teachers

2021 ◽  
pp. 39-45
Author(s):  
Hung-Hsi Wu
Keyword(s):  
Prospective Teachers ◽  
School Mathematics

Professionalized Subject Matter for Junior High School Mathematics Teachers

1953 ◽  
Vol 46 (8) ◽  
pp. 541-547
Author(s):  
Myron F. Rosskopf
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Junior High School ◽  
Subject Matter ◽  
Professional Training ◽  
Junior High ◽  
School Mathematics ◽  
Specific Information ◽  
Junior High School Teachers

Much has been written concerning the training of secondary school mathematics teachers. Leaders in mathematics education have had many words to say about both the educational and mathematical training of prospective teachers. Usually the latter training is divided into pure mathematics and professional mathematics. The concern of this paper is the professional mathematics training of junior high school teachers. Of approximately fifty references that were examined in the preparation of this paper, there were only two that treated explicitly the content of a professionalized subject-matter course.1 The others made recommendation that such a course ought to be given or that it should be included in a professional-training program but did not give specific information. The question of what to include in a professionalized subject-matter course or how far to go with such a course is still an open question. In this paper an effort will be made to indicate with two or three topics how far to go in such a course. No attempt will be made to indicate what to include in a semester or full-year course.

High School Mathematics Teachers in the United States

1931 ◽  
Vol 24 (7) ◽  
pp. 409-413
Author(s):  
Earl W. Anderson ◽  
R. H. Eliassen
Keyword(s):  
United States ◽  
High School ◽  
High Schools ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
The United States ◽  
School Mathematics ◽  
High School Mathematics ◽  
Specific Subject ◽  
Teaching Of Mathematics

Prospective Teachers and their advisers are often searching for information regarding the extent to which a specific subject is taught in high schools, the degree to which it is combined with other subjects, and what those other subjects are. It was the purpose or this study to bring together such reported findings relative to the teaching of mathematics.

scholarly journals Analyzing Problems Posed by Prospective Teachers Related to Addition and Subtraction Operations with Integers

2018 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Cemalettin Isik
Keyword(s):  
Prospective Teachers ◽  
Teacher Candidates ◽  
Data Gathering ◽  
Structured Interview ◽  
School Mathematics ◽  
Problem Posing ◽  
Problem Types ◽  
Addition And Subtraction ◽  
Faculty Of Education ◽  
The Given

In this study, it was aimed to analyze the structure of prospective middle school mathematics teachers’ problems posed with regard to given symbolic representation including addition and subtraction operations with integers. The study conducted with 96 last gradeelementary school mathematics teacher candidates studying in Faculty of Education of Erciyes University in Turkey at the beginning of 2018 years. A Problem Posing Task including five items regarding addition and subtraction operations with integers and semi-structured interview forms were used as data gathering tools. Results indicated that prospective teachers had difficulties in choosing problem types with regard to the given operation structure. Prospective teachers presented less success in problem posing with integers having different signs. Besides, some of the prospective teachers used signs of integers and operations interchangeably and some others multiplied signs of integers and operations, and they gave meaning to the result of this multiplication while they were posing problems.  

Preparing prospective teachers of elementary school mathematics

1968 ◽  
Vol 15 (7) ◽  
pp. 643-651
Author(s):  
W. Robert Houston
Keyword(s):  
Elementary School ◽  
Prospective Teachers ◽  
Human Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
The Past ◽  
The Future ◽  
Younger Generation ◽  
Modern Mathematics

During the past decade, major changes have occurred in mathematics in the elementary school, both in content and approach. Indeed, “modern mathematics” has become a household term epitomizing the radical changes in today's curriculum which separate the younger generation from their parents. Parents complain they can no longer understand, much less help their children with mathematics. Innovations in experimental programs, technical advancements, and new insights into human learning promise even greater changes in the future.

scholarly journals Pre-Service Lower Secondary School Mathematics Teachers’ Ability of Drawing the Symmetry of a Figure according to a Line

2018 ◽  
Vol 22 ◽  
pp. 01038
Author(s):  
Ebru Mutlu ◽  
Asuman Duatepe-Paksu
Keyword(s):  
Content Analysis ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Sampling Methods ◽  
School Mathematics ◽  
Lower Secondary School ◽  
Education Department ◽  
Secondary School Mathematics ◽  
Video Recordings

The aim of the present study is to investigate pre-service lower secondary school mathematics teachers’ ability of drawing a given figure’s symmetry according to the lines in various positions. The sampling of the study comprised eight pre-service mathematics teachers who were attending a mathematics education department and willing to participate in the study. The criterion sampling methods was used. Six open-ended questions were asked to determine the ability of the prospective teachers to take the symmetry of a given figure according to the lines in different situations. Furthermore, interviews were conducted with the participants on their definitions of symmetry and symmetry according to a line. The data of the study were the prospective teachers’ drawing papers and the video recordings of the interviews including the definitions of the concepts of symmetry and symmetry according to a line. Content analysis was used to analyze the data. The findings indicated that the prospective teachers were successful in drawing the symmetry of a given figure according to the vertical, horizontal and oblique lines, and they used an informal language to define the concepts of symmetry and symmetry according to a line.

Preparing Elementary Mathematics-Science Teaching Specialists

1992 ◽  
Vol 40 (4) ◽  
pp. 228-231
Author(s):  
L. Diane Miller
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Science Teaching ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
Evaluation Standards ◽  
Mathematical Sciences

The Curriculum and Evaluation Standards for School Mathematics “expresses the consensus of professionals in the mathematical sciences for the direction of school mathematics in the next decade” (NCTM 1989, vi). It represents a response to the call for reform in the teaching and learning of mathematics. As one familiar with the preparation of elementary school teachers examines the Curriculum and Evaluation Standards, a sense of doom pervades the otherwise enthusiastic attitude toward the reform represented by the document. Many practicing and prospective teachers are not adequately prepared to meet the challenge of implementing the curriculum standards.

Designer Functions: Power Tools for Teaching Mathematics

2008 ◽  
Vol 102 (1) ◽  
pp. 28-33
Author(s):  
Marcia Weller Weinhold
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
School Mathematics ◽  
The Other ◽  
Teaching Mathematics ◽  
High School Mathematics ◽  
Knowing How ◽  
Other Hand ◽  
The Difference

What would you do if you had only one semester to help prospective teachers understand all you had learned from teaching high school mathematics for seventeen years and from researching how students learn mathematics? I want prospective teachers to see the difference between knowing how to do mathematics and knowing how to teach mathematics. I want to show that what is important is what students do; what the teacher does must be in the background. On the other hand, these preservice teachers' major concern is that they have not studied high school mathematics since they themselves were in high school. In addition, they usually are able to use technology to do mathematics but have little experience using technology to teach mathematics.

Trends in the education of secondary-school mathematics teachers

1961 ◽  
Vol 54 (6) ◽  
pp. 413-422
Author(s):  
John A. Schumaker
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
School Mathematics ◽  
Mathematics Courses ◽  
Secondary School Mathematics ◽  
Prospective Mathematics Teachers

What mathematics courses have been required of prospective teachers of secondary-school mathematics? Have changes in curricula for prospective mathematics teachers occurred since 1920?

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