NACOME: Implications for Teaching K—12

1976 ◽  
Vol 69 (6) ◽  
pp. 458-463
Author(s):  
Ross Taylor
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Advisory Committee ◽  
Mathematics Teacher ◽  
School System ◽  
School Mathematics ◽  
Education Teacher ◽  
Current State ◽  
Mathematics Program ◽  
K 12

The National Advisory Committee on Mathematics Education (NACOME) has done the field of mathematics education a service by its preparation of the NACOME report, “Overview and Analysis of School Mathematics, Grades K–l2.” I feel that the Mathematics Teacher is also doing a service by publishing reactions to the NACOME report from the perspectives of three institutions concerned with school mathematics—elementary/secondary education. teacher education, and Morris Kline. From the viewpoint of a person who has responsibility for the mathematics program in a large school system, I feel that the information and recommendations contained in the report are very useful. I believe that my colleagues who are teachers and supervisors will find that the report tends to support many of their opinions about the current state of mathematics education. The report is particularly refreshing to me because it confirms and documents many of the convictions I had previously held.

Overview and Analysis of School Mathematics, Grades K—12

1976 ◽  
Vol 69 (6) ◽  
pp. 440
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
The Future ◽  
K 12

The fallowing four articles may establish the direction that mathematics education will take in the future. Shirley Hill, who chaired the NACOME committee, outlines the context of the report and presents some of the significant points with regard to the mathematics curriculum, patterns of instruction, teacher education, and evaluation.

Editorial: The Evolving Practice of Scholarly Book Reviews

2015 ◽  
Vol 46 (3) ◽  
pp. 250-252 ◽  
Author(s):  
Jinfa Cai
Keyword(s):  
Mathematics Education ◽  
Advisory Committee ◽  
School Mathematics ◽  
Mathematical Education ◽  
Scholarly Book ◽  
K 12 ◽  
Research In Mathematics Education

Although the Journal for Research in Mathematics Education (JRME)published its first issue in January of 1970, the first scholarly book review appeared in the January 1977 issue under the editorship of James Wilson. In it, Thomas Kieren (1977) reviewed the 1975 National Advisory Committee on Mathematical Education (NACOME) report,Overview and Analysis of School Mathematics Grades K–12.In his editorial for the issue, Wilson (1977) wrote,

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

scholarly journals Preservice teacher mobile investigation and interpretation of everyday mathematics across settings

2017 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Mobile Learning ◽  
Mathematics Teacher ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Everyday Mathematics ◽  
Daily Lives ◽  
K 12

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary inquiry across settings. A curriculum module was designed to support preservice teachers’ participation in two mathematics education and mobile learning repertoires: a) mobile investigation of disciplinary concepts situated in community locations and circumstances, and b) mobile interpretation of connections between school and everyday mathematics. This exploratory case study analyzes three module iterations and identifies the qualities of preservice teachers’ cross-setting disciplinary connections. Reported mobile learning outcomes include connections preservice teachers produced among mathematics concepts, mathematical actions, and material objects, and also connections produced between school mathematics and everyday circumstances. Findings indicate preservice teachers established disciplinary connections when participating in commercial and civic activities relevant to their daily lives. Yet other mathematics concepts and practices were either seldom investigated, only vaguely described, or not representative of K-12 students’ interests and cultures. Design recommendations and implications are suggested for subsequent attempts at situating preservice teacher learning outside of the mathematics teacher education classroom and across multiple settings through mobile learning.

scholarly journals The main components of a vocational education teacher of mathematics

2020 ◽  
pp. 180-196
Author(s):  
А.А. Эргашев ◽  
Ш.А. Толибжонова
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
Mathematics Teacher ◽  
Innovative Approach ◽  
Teaching Staff ◽  
Education Teacher ◽  
Professional Teacher ◽  
The Future ◽  
Basic Concepts ◽  
Main Components

Приведены различные подходы к выявлению основных понятий, связанных с профессиональным педагогическим образованием. Показаны пути повышения профессионализма педагогических кадров. Материалы статьи можно применять при подготовке будущего учителя математики на основе инновационного подхода к обучению. Various approaches to the identification of basic concepts related to professional teacher education are presented. Shown are ways to develop the professionalism of teaching staff. The materials of the article can be used in preparing the future mathematics teacher based on an innovative approach to teach them.

Research and Teacher Education: In Search of Common Ground

1994 ◽  
Vol 25 (6) ◽  
pp. 608-636 ◽  
Author(s):  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Effective Teachers ◽  
Teacher Educators ◽  
Common Ground ◽  
Fundamental Question ◽  
National Council ◽  
Mathematics Teacher Educators ◽  
Mathematics Educators

Most mathematics educators are involved in the practice of teacher education at some level. Indeed, the field of mathematics education is predicated on the assumption that someone has to be educated to teach mathematics in our schools. This raises the question of what it means to be educated in o rder to become a teacher of mathematics. What kinds of knowledge do teachers need to become effective teachers of mathematics? What sorts of experiences are needed for teachers to acquire this knowledge? A fundamental question for mathematics teacher educators is how the field of teacher education can be conceptualized so that programs and activities can be created to assist in the acquisition of this knowledge. Given the high visibility of standards developed by the National Council of Teachers of Mathematics (NCTM) (NCTM, 1988, 1991, in press), a question of interest to many is, What does it take to develop teachers who can move the field toward realizing these standards?

scholarly journals Pre-service teachers’ views about their mathematics teacher education modules

Pythagoras ◽  
2012 ◽  
Vol 33 (1) ◽  
Author(s):  
Faaiz Gierdien
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
School Mathematics ◽  
Analytic Framework ◽  
Bachelor Of Education ◽  
Faculty Of Education ◽  
The University ◽  
Teaching Implications

This article reports on the views of intermediate and senior phase pre-service teachers (PSTs) enrolled in mathematics education modules that attempt to teach both content and pedagogy. The PSTs are students in a four-year Bachelor of Education (BEd) model located in a faculty of education. Findings were analysed by means of an analytic framework that takes into account the university–school divide. Findings indicate that the PSTs position themselves in different ways with regard to their preparation for school mathematics teaching. Implications are considered, especially the PSTs’ affective views such as their anxiety and apprehension related to the discursive differences between the content in the university modules and school mathematics.

scholarly journals Elaboração e viabilização de uma aula sobre circunferência no ensino médio: um estudo de caso baseado na gênese documental

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
CHRYSTIAN BASTOS DE ALMEIDA ◽  
CELINA APARECIDA ALMEIDA PEREIRA ABAR
Keyword(s):  
High School ◽  
Teacher Education ◽  
Public School ◽  
Mathematics Teacher ◽  
Theoretical Basis ◽  
Teaching Practice ◽  
The State ◽  
School Mathematics ◽  
High School Mathematics ◽  
Use Of Resources

ResumoEste artigo visa a apresentar um estudo sobre o trabalho documental de um professor de Matemática do Ensino Médio e de um professor articulador de área, no processo de elaboração e viabilização de uma aula sobre circunferência, numa turma de 3ª série do Ensino Médio. Consideramos como principal base teórica a Gênese Documental, na qual a criação de um documento ocorre a partir de uma coletânea de recursos por apropriação e modificação pelo professor. Assim, em um intervalo de dois meses, em uma escola pública da rede estadual da Bahia, ocorreu a observação do trabalho do professor, organizado em três fases: antes, durante e depois de sua aula; através delas, procuramos discutir o uso dos recursos propostos pelo professor de Matemática e professor articulador para o ensino de circunferência. As conclusões do trabalho indicam expectativas teórico-metodológicas para a implementação de estudos na área da formação continuada docente, na direção da investigação reflexiva, sobre o uso de recursos para a viabilização da prática docente. Palavras-chave: Gênese Documental; Circunferência; Formação continuada docente.AbstractThis article aims to present a study on the documentary work of a high school mathematics teacher and of an area coordinator teacher, in the process of elaborating and making a circumference class feasible, in a 3rd grade class in high school. We consider Documentary Genesis as the main theoretical basis, in which the creation of a document occurs from a collection of resources by appropriation and modification by the teacher. Thus, in an interval of two months, in a public school in the state network of Bahia, the work of the teacher was observed, organized in three phases: before, during and after his class; through them, we seek to discuss the use of resources proposed by the mathematics teacher and articulator teacher for teaching circumference. The conclusions of the work indicate theoretical and methodological expectations for the implementation of studies in the area of continuing teacher education, in the direction of reflective investigation, on the use of resources to make teaching practice feasible.Keywords: Documentary Genesis; Circumference; Continuing teacher education. 

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