Becoming A Mathematics Teacher
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| Author | : Tracy Johnston Zager |
| Publisher | : Taylor & Francis |
| Total Pages | : 393 |
| Release | : 2023-10-10 |
| Genre | : Education |
| ISBN | : 1003839517 |
Ask mathematicians to describe mathematics and they' ll use words like playful, beautiful, and creative. Pose the same question to students and many will use words like boring, useless, and even humiliating. Becoming the Math Teacher You Wish You' d Had, author Tracy Zager helps teachers close this gap by making math class more like mathematics. Zager has spent years working with highly skilled math teachers in a diverse range of settings and grades and has compiled those' ideas from these vibrant classrooms into' this game-changing book. Inside you' ll find: ' How to Teach Student-Centered Mathematics:' Zager outlines a problem-solving approach to mathematics for elementary and middle school educators looking for new ways to inspire student learning Big Ideas, Practical Application:' This math book contains dozens of practical and accessible teaching techniques that focus on fundamental math concepts, including strategies that simulate connection of big ideas; rich tasks that encourage students to wonder, generalize, hypothesize, and persevere; and routines to teach students how to collaborate Key Topics for Elementary and Middle School Teachers:' Becoming the Math Teacher You Wish You' d Had' offers fresh perspectives on common challenges, from formative assessment to classroom management for elementary and middle school teachers No matter what level of math class you teach, Zager will coach you along chapter by chapter. All teachers can move towards increasingly authentic and delightful mathematics teaching and learning. This important book helps develop instructional techniques that will make the math classes we teach so much better than the math classes we took.
| Author | : Tony Brown |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 199 |
| Release | : 2011-02-08 |
| Genre | : Education |
| ISBN | : 9400705549 |
The book is centered on how major curriculum reform shapes mathematics and the professional practices of teachers. This book documents in real time the implementation of a major government numeracy programme and its receipt by trainee and new teachers. It documents the complete life span of that initiative. The account is targeted at an international readership in terms of how curriculum reform more generally shapes mathematics in schools and the practices of teachers. A key dimension of the book is an alternative view of mathematics education research in which the task of teacher development is understood at policy level where large numbers of teachers were interviewed to assess how policies were being processed through individuals. The book provides an easy and accessible commentary utilising contemporary theory to describe how such teachers reconcile their personal aspirations with the external demands they encounter in negotiating their identities as professional teachers.
| Author | : Alice F. Artzt |
| Publisher | : Routledge |
| Total Pages | : 241 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : 0805861939 |
Artzt, Armour-Thomas and Curcio supply detailed observation instruments that preservice teachers can use when observing other teachers. They also offer reflective activities that provide a structure through which beginning teachers can think about their teaching in an insightful, thorough and productive manner.
| Author | : Jayne Bartlett |
| Publisher | : Routledge |
| Total Pages | : 184 |
| Release | : 2013-07-24 |
| Genre | : Education |
| ISBN | : 1135092753 |
Raising standards in mathematics is high on government education agendas and remains a key priority for schools. Schools strive to provide an outstanding education for their pupils preparing them to compete not only in a national but an international market. At the heart of this is the classroom and the classroom teacher. So how do you plan lessons that engage and motivate students and what makes a mathematics lesson outstanding? Becoming an Outstanding Mathematics Teacher aims to help teachers develop approaches to teaching and learning that take into account individual students needs and abilities to best facilitate learning. Taking a fresh approach it offers a wide range of techniques for planning lessons that that allow them to use current resources (including themselves) in a more innovative way to produce outstanding results. With a strong focus on activating learning and supporting pupils as they connect mathematical concepts and processes and develop their individual learning journeys the book covers: A step-by-step approach to planning for learning Assessment for learning and planning for progress Developing effective questioning strategies to promote thinking skills in pupils Techniques for differentiation to ensure all pupils make progress Using the classroom environment to develop a culture of learning Packed full of practical strategies and activities that are easy to implement and including sample lesson plans, this timely new book is essential reading for newly qualified and experienced mathematics teachers that want to ensure outstanding teaching and learning in their classrooms.
| Author | : Howard Tanner |
| Publisher | : Routledge |
| Total Pages | : 252 |
| Release | : 2003-09-01 |
| Genre | : Education |
| ISBN | : 1134580908 |
Becoming a Successful Teacher of Maths is a practical guide for newly qualified teachers of secondary mathematics. It develops the essential core knowledge, skills and understanding demanded by the new DfEE requirements for courses of initial teacher training. It is based on research findings relating to the organisation and management of maths classrooms, teaching approaches, assessment and the common misconceptions which often hinder pupils' progress in key areas of the National Curriculum. Theoretical principles are exemplified through case-study material. Suggestions for school-based activities are made. While being a practical 'how to' guide for beginning teachers, it also offers critical insights for more experienced teachers reflecting on their practice.
| Author | : Bharath Sriraman |
| Publisher | : IAP |
| Total Pages | : 302 |
| Release | : 2013-02-01 |
| Genre | : Education |
| ISBN | : 161735970X |
Mathematics teacher education has a critical role to play in preparing teachers to put at center stage goals to support equity in mathematics education and to diversify student interest and participation in mathematics. These goals must also resonate with broader public interest goals to improve educational and social conditions both in the U.S. and abroad. The Mathematics Teacher Education in the Public Interest book aims to support mathematics teacher educators to prepare teachers with new knowledge and skills to support all students to learn mathematics and to become informed, engaged, and critical citizens within their community, nation, and world. While internationally there is considerable interest among mathematics educators in issues of equity and social justice, the literature on mathematics teacher education for equity and social justice thus far has been very limited.The book provides theoretical discussions on the need for equity and social justice emphases in mathematics teacher education, as well as practical examples from mathematics teacher educators, documenting their own professional efforts to center practices on equity and social justice. Section emphases include critical perspectives on mathematics teacher education, the use of equity and social justice-themed activities in mathematics teacher preparation courses, and issues of identity and community and cultural contexts in mathematics teacher education. In addition syntheses of major ideas of the book are offered by experienced researchers.
| Author | : Gina Donaldson |
| Publisher | : Routledge |
| Total Pages | : 153 |
| Release | : 2013-08-15 |
| Genre | : Education |
| ISBN | : 1136322167 |
What is the role of the mathematics specialist? What is deep subject knowledge in mathematics? What sort of pedagogical knowledge does a mathematics specialist need? How can you best support your colleagues to improve mathematics teaching and learning? Becoming a Primary Mathematics Specialist Teacher helps you explore the role of the specialist in promoting positive attitudes towards mathematics and developing the teaching and learning of mathematics in your primary school. Illustrated throughout with classroom-based examples and referenced to relevant research, it is designed to support your development as a reflective practitioner who can confidently review and develop practice in your own classroom, as well as challenge and move the whole school forward through collaborative professional development. Essential topics explored include: The nature of the role of the primary mathematics specialist Understanding how attitudes to mathematics evolve, and why it is crucial to challenge and change negativity What we mean by deep subject knowledge in primary mathematics Pedagogical knowledge of how mathematics is taught and learned The skills of coaching and mentoring to support teachers and teaching assistants Unpicking the principles of progression for high quality teaching in all years groups The key features of deep subject knowledge and pedagogy in three areas of the curriculum: multiplication, time and data handling. Becoming a Primary Mathematics Specialist Teacher is an essential source of guidance and ideas for all primary school teachers aiming to achieve Mathematics Specialist status or already taking this role, those studying primary mathematics as a specialism and at masters level, and for all primary mathematics co-ordinators.
| Author | : Theresa Wills |
| Publisher | : Corwin Press |
| Total Pages | : 194 |
| Release | : 2020-10-12 |
| Genre | : Education |
| ISBN | : 1071837125 |
Make Rich Math Instruction Come to Life Online In an age when distance learning has become part of the "new normal," educators know that rich remote math teaching involves more than direct instruction, online videos, and endless practice problems on virtual worksheets. Using both personal experience and those of teachers in real K-12 online classrooms, distance learning mathematics veteran Theresa Wills translates all we know about research-based, equitable, rigorous face-to-face mathematics instruction into an online venue. This powerful guide equips math teachers to: Build students’ agency, identity, and strong math communities Promote mathematical thinking, collaboration, and discourse Incorporate rich mathematics tasks and assign meaningful homework and practice Facilitate engaging online math instruction using virtual manipulatives and other concrete learning tools Recognize and address equity and inclusion challenges associated with distance learning Assess mathematics learning from a distance With examples across the grades, links to tutorials and templates, and space to reflect and plan, Teaching Math at a Distance offers the support, clarity, and inspiration needed to guide teachers through teaching math remotely without sacrificing deep learning and academic growth.
| Author | : Merrilyn Goos |
| Publisher | : Springer |
| Total Pages | : 455 |
| Release | : 2022-04-08 |
| Genre | : Education |
| ISBN | : 9783030624101 |
Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
| Author | : Nadine Bezuk |
| Publisher | : |
| Total Pages | : 200 |
| Release | : 2020 |
| Genre | : Mathematics |
| ISBN | : 9781641139960 |
AMTE, in the Standards for Preparing Teachers of Mathematics, puts forward a national vision of initial preparation for all Pre-K-12 teachers who teach mathematics. SPTM pertains not only to middle and high school mathematics teachers who may teach mathematics exclusively but also to elementary school teachers teaching all disciplines, special education teachers, teachers of emergent multilingual students, and all other teaching professionals and administrators who have responsibility for students' mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated. SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform accreditation processes for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning mathematics teacher who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles. Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.
