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

Chapter: How Can Teachers Develop Such Mathematical Knowledge?

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Suggested Citation:"How Can Teachers Develop Such Mathematical Knowledge?." 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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HOW CAN TEACHERS DEVELOP SUCH MATHEMATICAL KNOWLEDGE?

On the second day, participants took part in sessions that considered various approaches to helping teachers develop mathematical knowledge, skill, and confidence. They then stepped back and analyzed what each approach offered as opportunities to learn mathematics and reflected on how each might support teachers' use of mathematics in their practice. The questions that framed these sessions were

  • How might prospective elementary teachers be helped to develop these kinds of mathematical knowledge?

  • What are alternative and promising approaches—in the U.S. and internationally—to the mathematics education of beginning teachers?

Suggested Citation:"How Can Teachers Develop Such Mathematical Knowledge?." 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:"How Can Teachers Develop Such Mathematical Knowledge?." 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 75
Suggested Citation:"How Can Teachers Develop Such Mathematical Knowledge?." 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 76
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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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