The Language of Mathematics focuses on the substantive knowledge and relevant pedagogy required for preparing instructors to teach mathematics in K-12 school settings. The contents reflect current field-based research relevant to faculty in higher education as well as teachers in public school classrooms.
The Language of Mathematics focuses on the substantive knowledge and relevant pedagogy required for preparing instructors to teach mathematics in K-12 school settings. The contents reflect current field-based research relevant to faculty in higher education as well as teachers in public school classrooms.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.
Inhaltsangabe
TABLE OF CONTENTS Preface Acknowledgements Chapter 1. Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive Knowledge Patrick M. Jenlink Chapter 2. Cultivating Dispositions for Teaching and Learning Elementary Mathematics Michelle C. Hughes Chapter 3. Preservice Elementary Education Majors' Attitudes about Mathematics: A Semantic Differential Carmen M. Latterell and Janelle L. Wilson Chapter 4. Addressing Math Phobia at its Source: A Case Study Melinda (Mindy) Eichhorn and Courtney Lacson Chapter 5. A Teacher's Perspective of Quantitative Literacy in Middle School Mathematics Heather Crawford-Ferre and Diana L. Moss Chapter 6. Something Doesn't Add Up: Math Teachers and Student-centered Pedagogy David Nurenberg and Se-Ah Kwon Siegel Chapter 7. A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of Teachers Sinem Sozen Ozdogan, Didem Akyuz and Erdinc Cakiroglu Chapter 8. Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two Contexts Jennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang Chapter 9. Complex Adaptive Model of Algebra Professional Development Sarah Smitherman Pratt and Colleen McLean Eddy Chapter 10. Epilogue: Looking Toward the Future of Mathematics Teacher Preparation Patrick M. Jenlink About the Editor and Authors
TABLE OF CONTENTS Preface Acknowledgements Chapter 1. Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive Knowledge Patrick M. Jenlink Chapter 2. Cultivating Dispositions for Teaching and Learning Elementary Mathematics Michelle C. Hughes Chapter 3. Preservice Elementary Education Majors' Attitudes about Mathematics: A Semantic Differential Carmen M. Latterell and Janelle L. Wilson Chapter 4. Addressing Math Phobia at its Source: A Case Study Melinda (Mindy) Eichhorn and Courtney Lacson Chapter 5. A Teacher's Perspective of Quantitative Literacy in Middle School Mathematics Heather Crawford-Ferre and Diana L. Moss Chapter 6. Something Doesn't Add Up: Math Teachers and Student-centered Pedagogy David Nurenberg and Se-Ah Kwon Siegel Chapter 7. A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of Teachers Sinem Sozen Ozdogan, Didem Akyuz and Erdinc Cakiroglu Chapter 8. Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two Contexts Jennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang Chapter 9. Complex Adaptive Model of Algebra Professional Development Sarah Smitherman Pratt and Colleen McLean Eddy Chapter 10. Epilogue: Looking Toward the Future of Mathematics Teacher Preparation Patrick M. Jenlink About the Editor and Authors
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