Enrichment or Acceleration?

1970 ◽  
Vol 63 (6) ◽  
pp. 471-473
Author(s):  
Joseph E. Holmes
Keyword(s):  
High School ◽  
Advanced Placement ◽  
Mathematics Teachers ◽  
College Freshmen ◽  
Secondary Mathematics ◽  
First Year ◽  
Accelerated Programs ◽  
Accelerated Program ◽  
Secondary Mathematics Teachers ◽  
Difference Of Opinion

There has been much difference of opinion among secondary mathematics teachers during the last several decades as to just how the curriculum should be changed. There appears to have been, however, general agreement that changes were necessary. This agreement has given rise to the so-called accelerated programs in which students are enabled to study the usual (but modernized) high school courses at an earlier stage. In many cases this acceleration allows the student to be exposed to a full year of calculus while still in high school. Many of the student who have followed this route are unable to qualify for Advanced Placement credit and are required to repeat the first year of calculus as college freshmen. This indicates that we have allowed some students to enter an accelerated program who are not really ready.

scholarly journals PCK development of beginning secondary mathematics teachers

2019 ◽  
Author(s):  
◽  
Rebecca Bruton
Keyword(s):  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Student Understanding ◽  
Curriculum Materials ◽  
First Year ◽  
Detailed Knowledge ◽  
Or Education ◽  
Pedagogical Content ◽  
Secondary Mathematics Teachers ◽  
Use Of Assessment

In this study I examined the development of pedagogical content knowledge of three beginning secondary mathematics teachers. My analysis included the development of the teachers' knowledge of curriculum and their knowledge of student understanding during their first two years of teaching. The participants began the study with little or no experience or education regarding the teaching of mathematics. During the first year of the study, all three participants were enrolled in graduate level mathematics methods courses and were under the guidance of a mentor teacher. Using existing research, I analyzed pre and post interviews as well as 12 interviews conducted during 4 observation cycles. Beyond participant interviews, I analyzed interviews with the mentor teachers and researcher notes regarding their observation of the participants' PCK. Analysis revealed that participants demonstrated little knowledge of curriculum at the beginning of the study. Throughout the study, their knowledge of the curriculum developed differently as they approached teaching in different ways (seen through their goals for instruction) and engaged with their curriculum materials differently. Two of the participants developed detailed knowledge of their students' understanding, which they gained through use of their standards-based curriculum materials and their use of assessment, while the third participant was only able to speak to student understanding at the whole-class level.

References for Mathematics Teachers: Teacher Education in Mathematics

1952 ◽  
Vol 45 (8) ◽  
pp. 590-593
Author(s):  
William L. Schaaf
Keyword(s):  
High School ◽  
Teacher Education ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
Detailed Data ◽  
High School Mathematics ◽  
Secondary Mathematics Teachers ◽  
High School Mathematics Teachers

In the 1923 Report on the Reorganization of Mathematics in Secondary Education, it was pointed out that in some states the preparation of high school mathematics teachers was of such a low quality that the Committee judiciously refrained from giving the detailed data on those states. We have come a long way since then. Today, in general, secondary mathematics teachers are professionally and academically as well educated as teachers in any other field.

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