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Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (2001)

Chapter: Appendix A: Pre-Workshop Reading

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Suggested Citation:"Appendix A: Pre-Workshop Reading." National Research Council. 2001. Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10050.
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APPENDICES

Suggested Citation:"Appendix A: Pre-Workshop Reading." National Research Council. 2001. Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10050.
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Suggested Citation:"Appendix A: Pre-Workshop Reading." National Research Council. 2001. Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10050.
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Appendix A: Pre-Workshop

Participants were given the following documents to read before they attended the Workshop.

Ball, D. L. (1991). Teaching mathematics for understanding: What do teachers need to know about subject matter? In M. Kennedy (Ed.), Teaching academic subjects to diverse learners (pp. 63-83). New York: Teachers College Press.

Ball, D. L. (1990). Prospective elementary and secondary teachers ' understanding of division. Journal for Research in Mathematics Education, 21 (2), 132-144.

Clemens, H. (1991). What do math teachers need to be? In M. Kennedy (Ed.), Teaching academic subjects to diverse learners (pp. 84-96). New York: Teachers College Press.

Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. Prepared for the National Commission on Teaching and America's Future, New York.

Lampert, M. (1989). Choosing and using mathematical tools in classroom discourse. In J. Brophy (Ed.), Advances in Research on Teaching, vol. 1 (pp.223-264). Greenwich, CT: JAI Press.

Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum. [Chapter 1 and Chapter 4.]

National Research Council. Mathematical Sciences Education Board. (1996). The preparation of teachers of mathematics: Considerations and challenges. Washington, DC: Author.

Schifter, D. (1998). Learning mathematics for teaching: From a teachers ' seminar to the classroom. Journal of Mathematics Teacher Education, 1(1), 55-87.

Simon, M. A., & Blume, G. W. (1994). Building and understanding multiplicative relationships: A study of prospective elementary teachers. Journal for Research in Mathematics Education, 25(5), 472-494.

Wu, H. (1999). Professional development of mathematics teachers. Notices of the American Mathematical Society, 46(5), 535-542.

Wu, H. (1999). Preservice professional development of mathematics teachers. Unpublished manuscript. Available at http://math.berkley.edu/∼wu/.

Suggested Citation:"Appendix A: Pre-Workshop Reading." National Research Council. 2001. Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10050.
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Page 163
Suggested Citation:"Appendix A: Pre-Workshop Reading." National Research Council. 2001. Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10050.
×
Page 164
Suggested Citation:"Appendix A: Pre-Workshop Reading." National Research Council. 2001. Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10050.
×
Page 165
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There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions:

  • What is the mathematical knowledge teachers need to know in order to teach well?
  • How can teachers develop the mathematical knowledge they need to teach well?

The Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers presented, the activities, and plenary sessions that took place.

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