Implementing the Professional Standards for Teaching Mathematics: Supporting the Development of Mathematical Pedagogy

1997 ◽  
Vol 90 (2) ◽  
pp. 138-143
Author(s):  
Catherine A. Brown ◽  
Margaret S. Smith
Keyword(s):  
Current Knowledge ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
National Council ◽  
Teaching Standards ◽  
Teacher Needs ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Mathematical Pedagogy ◽  
Professional Teaching

In the Professional Standards for Teaching Mathematics (NCTM 1991), the National Council of Teachers of Mathematics has explicated what a teacher needs to know and be able to do to teach mathematics in the spirit of reform. Teachers' current knowledge of mathematics and mathematics pedagogy may not be adequate to meet the new instructional goals. Toward this end, the Professional Teaching Standards document includes six standards that are intended to guide the preparation, support, and career development of teachers. This article focuses on one of these standards—Standard 4: Knowing Mathematical Pedagogy—which is integral to the effective teaching of mathematics.

Implementing the Professional Standards for Teaching Mathematics: Learn from Your Students

1992 ◽  
Vol 85 (8) ◽  
pp. 656-659
Author(s):  
Margaret A. Farrell
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Teaching Standards ◽  
Professional Development Of Teachers ◽  
Professional Teaching Standards ◽  
Professional Teaching ◽  
Individual Commitment

The next four articles in this department address issues related to four of the six standards in the section of the Professional Teaching Standards (NCTM 1991) titled “Standards for the Professional Development of Teachers of Mathematics.” The series will pay particular attention to the ways in which these standards affect the in-service teacher of mathematics, whose ongoing professional development depends. to a large extent, on individual commitment, reflection, and action. We hope that these articles will furnish a basis from which teachers can begin to examine and improve their own classroom instruction.

Implementing the Professional Standards for Teaching Mathematics: Self-Evaluation as an Act of Teaching

1994 ◽  
Vol 87 (5) ◽  
pp. 354-358
Author(s):  
Vicky L. Kouba
Keyword(s):  
Professional Standards ◽  
Peer Evaluation ◽  
Teaching Mathematics ◽  
Self Evaluation ◽  
Teaching Standards ◽  
Reflective Teachers ◽  
Professional Teaching Standards ◽  
High Level ◽  
Professional Teaching

A common call heard today is that we want “reflective teachers” who have the skills and expetiences necessary to engage in a high-level examination of teaching. Indeed, the authors of the NCTM's Professional Standards for Teaching Mathematics (Professional Teaching Standards), published in 1991, recommend that teachers assume more of the responsibility for both self-evaluation and peer evaluation.

The Quarter Quandary: An Illustration of NCTM's Professional Teaching Standards

1998 ◽  
Vol 5 (3) ◽  
pp. 160-163 ◽  
Author(s):  
Denise S. Mewborn
Keyword(s):  
Mathematics Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Teaching Standards ◽  
Professional Teaching Standards ◽  
Professional Teaching

The Professional Standards for Teaching Mathematics (NCTM 1991) identifies four elements of teachers’ work that have a significant impact on the mathematics learning that takes place in a classroom: tasks, discourse, environment, and analysis.

Using Problems to Implement the NCTM's “Professional Teaching Standards'

1994 ◽  
Vol 87 (1) ◽  
pp. 5-7
Author(s):  
Millard E. Showalter
Keyword(s):  
Teaching And Learning ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Teaching Standards ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Professional Teaching Standards ◽  
Professional Teaching

As set forth in the Professional Standards for Teaching Mathematics (NCTM 1991), a primary goal for teaching and learning mathematics is the development of mathematical power for all students. To accomplish this goal, the teaching standards document recommends that teachers select interesting and intellectually stimulating mathematical tasks, present opportunities for students to deepen their understanding of mathematics and its applications, promote the investigation of mathematical ideas, use technology to pursue these investigations, find connections to previous and developing knowledge, and employ cooperativelearning experiences (NCTM 1991, 1).

Implementing the Professional Standards for Teaching Mathematics: Improving, Not Standardizing, Teaching

1991 ◽  
Vol 39 (1) ◽  
pp. 18-22
Author(s):  
Deborah Loewenberg Ball ◽  
Susan N. Friel
Keyword(s):  
Mathematical Reasoning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Teaching Standards ◽  
Grade Levels ◽  
Reasoning Problem ◽  
Mathematical Skill ◽  
Professional Teaching ◽  
Genuine Problem

In March of this year, NCTM published the Professional Standards for Teaching Mathematics (Professional Teaching Standards) (1991), a companion to the earlier Curriculum and Evaluation Standards for School Mathematics (Curriculum and Evaluation Standards) (1989). Whereas the earlier document focuses on curriculum, the new document addresses teaching. It elaborates the Curriculum and Evaluation Standards's vision of teaching, in which mathematical reasoning, problem solving, communication, and connections are central. It addresses such questions as, What are classrooms like in which students are able to encounter, develop, and use mathematical ideas and skills in the context of genuine problem and situations? What role might a teacher play in helping students learn to use a variety of resources and tools, such as calculators and computers, and concrete and pictorial models? What is meant by engaging students in mathematical reasoning—in making conjectures, presenting arguments, constructing proofs—at various grade levels? How can adequate mathematical skill be developed in concert with mathematical reasoning? The list of questions can be extended indefinitely, for what we are trying to create is quite different from what we experienced when we were in school and even quite different from much of what we are doing now as teachers.

Implementing The “Professional Standards For Teaching Mathematics”: What's All This Talk about “Discourse”?

1991 ◽  
Vol 39 (3) ◽  
pp. 44-48 ◽  
Author(s):  
Deborah Loewenberg Ball
Keyword(s):  
Professional Standards ◽  
Teaching Mathematics ◽  
Good Teaching ◽  
Teaching Standards ◽  
New Ideas ◽  
Professional Teaching Standards ◽  
Professional Teaching ◽  
Measuring Stick

Despite its title, the Professional Standards for Teaching Mathematics (NCTM 1991) should not be read as a set of prescriptions about how to teach. The document will not deliver on such expectations, not because it fails but because no document can prescribe good teaching. No set of standards can be expected to stipulate what teachers should do. The potential of the Professional Teaching Standards rests instead in its use as a set of tools with which to construct productive conversations about teaching. It should be viewed as a resource with which to build teaching rather than as a measuring stick by which to judge teaching. With new ideas about things to pay attention to in our classrooms, to ask ourselves, to wonder about, we would have increased power to analyze and improve our teaching — alone and as members of a wider community of educators. In this article I explore possible outcomes of using the Professional Teaching Standards in such ways.

Herbert Ellsworth Slaught

1937 ◽  
Vol 30 (6) ◽  
pp. 293
Author(s):  
W. D. Reeve
Keyword(s):  
Mathematics Teachers ◽  
American Mathematical Society ◽  
Mathematical Society ◽  
National Council ◽  
Mathematical Association ◽  
Research Activities ◽  
Local Organizations ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Science And Mathematics Teachers

Professor Herbert Ellsworth Slaught, honorary president of the National Council of Teachers of Mathematics, passed away on May 21, 1937, at his home in Chicago in his seventy-sixth year. Professor Slaught's death removes from the scene of action one of the most devoted servants of the cause of mathematics in this country. For many years he was active not only in the affairs of the National Council, but also in those of the Mathematical Association of America, The American Mathematical Society, the Central Association of Science and Mathematics Teachers and several local organizations. He was a leader in the best sense. He was interested not only in promulgating and encouraging research activities, but was also active in stimulating others to study and improve the teaching of mathematics in secondary schools. He was instrumental in founding the Mathematical Association of America in 1916, and the National Council of Teachers of Mathematics in 1920. His death is a distinct loss to all the mathematical organizations that he served so long and so well.

scholarly journals Communicating Mathematics and Science in the Classroom: Exploring the Interactive Route

2015 ◽  
Vol 1 (1) ◽  
pp. 30-43
Author(s):  
Landa Nhlanhla ◽  
◽  
Sindiso Zhou ◽  
Keyword(s):  
Teaching And Learning ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Effective Teacher ◽  
Scientific Concepts ◽  
Teacher Needs ◽  
Mathematical Problems ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Mathematics And Science

Communicating mathematical problems and scientific concepts is considered as a complex and difficult endeavour. Teaching, whether of complex mathematical problems and scientific concepts or of 'straightforward and clear' ideas in the humanities, is a process of communication. This paper argues that communication skills are an integral part of the teaching of Science and Mathematics. Communicating Science and Mathematics in the classroom involves thorough explanations and, because the concepts dealt with are in themselves complex, this may involve going over the concepts repeatedly. This ability to put across the mathematical or scientific message is the ability by the teacher to communicate. Research has insisted that the ability to communicate and to pose questions are central attributes of an effective teacher. This paper argues that more than being able to communicate and ask questions, for effective teaching of Mathematics and Science the teacher needs to employ interactive teaching techniques to involve learners; this way the teacher actively involves learners in communication and therefore in both the teaching and learning process. The teacher and learner roles in the contemporary classroom need not be distinctively outlined as this creates an obstacle to understanding. This allows both the teacher and student to understand concepts from each other's perspective. Through interaction between teacher and student, the teacher is able to explain the mathematical problem to the student from the student's perspective. Through a semi-structured interview and observation the study involves a sample of 32 students from four secondary schools in the two provinces of Midlands and Bulawayo.

Experimental projects and research: Analysis of research in the teaching of mathematics: 1957 and 1958

1961 ◽  
Vol 8 (2) ◽  
pp. 81-82
Author(s):  
J. Fred Weaver
Keyword(s):  
New York ◽  
National Council ◽  
School Of Education ◽  
New York University ◽  
Research Committee ◽  
Department Of Health ◽  
Published Report ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Research Analysis

Readers of THE ARITHMETIC TEACHER will be interested in a recently published report, Analysis of Research in the Teaching of Mathematics: 1957 and 1958, prepared by Kenneth E. Brown and John J. Kinsella.* Dr. Brown is specialist for mathematics, Office of Education, U.S. Department of Health, Education, and Welfare; Prof. Kinsella, of the Department of Science and Mathematics Education of the New York University School of Education, is chairman of the Research Committee of the National Council of Teachers of Mathematics.

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