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

Chapter: Reconsidering the Mathematics That Teachers Need to Know

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Suggested Citation:"Reconsidering the Mathematics That Teachers Need to Know." 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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RECONSIDERING THE MATHEMATICS THAT TEACHERS NEED TO KNOW

The first full day was devoted to consideration of teacher knowledge of mathematics. What mathematical knowledge does it take to teach well? What mathematics is crucial to the work of elementary school teaching? What can we learn from a closer look at the mathematics teachers have to teach and analyses of the core tasks and mathematical problems that they have to solve in the course of their work?

Such tasks include examining, interpreting, and evaluating student work; analyzing and modifying mathematics problems; designing follow-up problems (for example, homework); producing an explanation of a mathematical idea; and managing a class discussion around a mathematical idea. These were studied at the Workshop through videotapes of classroom lessons, copies of student work, and studying student thinking about mathematics.

Suggested Citation:"Reconsidering the Mathematics That Teachers Need to Know." 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:"Reconsidering the Mathematics That Teachers Need to Know." 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 23
Suggested Citation:"Reconsidering the Mathematics That Teachers Need to Know." 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 24
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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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