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Educating Teachers of Science, Mathematics, and Technology New Practices for the New Millennium (2001) / Chapter Skim
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Appendix C: Overview of Teaching Standards from the National Science Education Standards and the Principles and Standards for School Mathematics
Pages 154-158

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From page 154...
... · Select science content and adapt and design curricula to meet the interest, knowledge, understanding, abilities, and experiences of students. Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
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From page 155...
... TEACHING STANDARD E: Teachers of science develop communities of science learners that renect the intellectual rigor of scientific inquiry anti the attitudes anti social values conducive to science learning. In (loin" the, teachers · Display anti (leman(1 respect for the (liverse ideas, skills, anti experiences of all students.
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From page 156...
... . Worthwhile Mathematical Tasks The teacher of mathematics should pose tasks that are based on· Soun(1 anti significant mathematics; · Knowledge of students' understandings, interests, and experiences; · Knowledge of the range of ways that diverse students learn mathematics: An(1 that · Engage students' intellect; · Develop students' mathematical un(lerstan(lings anti skills; · Stimulate students to make connections and develop a coherent framework for mathematical ideas; · Call for problem formulation, problem solving, and mathematical reasoning; · Promote communication about mathematics; · Represent mathematics as an ongoing human activity; · Display sensitivity to, anti (1raw on, students' (liverse backgroun(1 experiences and dispositions; · Promote the (levelopment of all stu(lents' (lispositions to (lo mathematics StancIarc!
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From page 157...
... 4. Tools for Enhancing Discourse The teacher of mathematics, in or(ler to enhance discourse, should encourage anti accept the use of · Computers, calculators, and other technology; · Concrete materials used as models; · Pictures, diagrams, tables, and graphs; · Invented and conventional terms and symbols · Metaphors, analogies, and stories; · Written hypotheses, explanations, and arguments; · Oral presentations and (lramatizations.
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From page 158...
... Learning The teacher of mathematics should EDUCATING TEACHERS OF SCIENCE, engage in ongoing analysis of teaching and learning by · Observing, listening to, and gathering other information about students to assess what they are learning; · Examining effects of the tasks, discourse, and learning environment on students' mathematical knowledge, skills, and dispositions; In order to· Ensure that every student is learning sound and significant mathematics and is developing a positive disposition toward mathematics; · Challenge and extend students' ideas; · Adapt or change activities while teaching; make plans, both short- and long-range; · Describe and comment on each student's learning to parents and administrators, as well as to the students themselves.
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Key Terms

  • learning environment
  • student understanding
  • science education
  • students learn
  • learning science

  • science learning
  • school science
  • student data
  • science learners
  • develop communities

  • science content
  • systematically gather
  • assessment strategies
  • standards requires
  • stimulate students

  • science design
  • student learning
  • positive disposition
  • diverse students
  • informal discussion

  • attach mathematical
  • improve teaching
  • multiple methods
  • characterize science
  • shared understanding

  • values conducive
  • gather data
  • ongoing human
  • learning sound
  • mathematical notation


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