Improving Mathematics Education Resources for Decision Making (2001) / Chapter Skim
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4 What Preparation and Support Do Teachers Need
4 What Preparation and Support Do Teachers Need
Pages 19-29
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From page 19... ...
RESOURCES AVAILABLE Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 215t Century, chartered by the United States Secretary of Education, 2000. Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium, developed by the National Research Council's Committee on Science and Mathematics Teacher Preparation, 2000.
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Educating Teachers makes the case, based on research, for well-prepared teachers and calls for restructuring teacher preparation and professional development. Finally, The Mathematical Education of Teachers describes the mathematics a teacher needs to know and what mathematics programs should look like to deliver that knowledge.
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Teaching is grounded in a careful and thorough alignment of curriculum, assessment, and high standards for student learning. · Practice is continually reshaped by supportive institutional structures, such as professional development, continuing education, and the effective use of technology.
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Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium Educating Teachers was developed by a National Research Council committee charged with identifying "critical issues emerging from existing practices and policies for teacher preparation" (p.
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A continuum of professional development. Adequate mentoring of new employees; targeted professional development programs; encouragement and incentives for continuing education within the profession; and expectations for credentialing of professionals.
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High quality professional development programs that include intellectual growth as well as the upgrading of teachers' knowledge and skills must be expected and essential features in the careers of all teachers; Through changes in the rewards for, incentives for, and expectation of teachers, teaching as a profession must be upgraded in status and stature to the level of other professions; Both individually and collectively, two- and four-year colleges and universities must assume greater responsibility and be held more accountable for improving teacher education; Neither the higher education nor the K-12 communities can successfully improve teacher education as effectively in isolation as they can by working closely together. Collective, fully integrated efforts among school staff and administrators in individual schools and districts, teacher unions, faculty and administrators of higher education, policymakers, from local colleges and universities, and parents are essential for addressing these issues; and Many more scientists, mathematicians, and engineers, must become well informed enough to be involved with local and national efforts to provide the appropriate content knowledge and pedagogy of their disciplines to current and future teachers." Educating Teachers offers three general recommendations (p.
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two- and four-year colleges and universities. It offers principles to assist departments in this process, along with specific suggestions for mathematics courses for prospective teachers." Moreover, the report "seeks to convince faculty that there is more intellectual content in school mathematics instruction than most realize, content that teachers need to understand well" (p.
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From page 26... ...
In addition to specific content recommendations at each level, the report's supporting commentaries provide insights into preparing teachers. For example, in the elementary grades chapter, it is suggested that The key to turning even poorly prepared prospective elementary teachers into mathematical thinkers is to work from what they do know—the mathematical ideas they hold, the skills they possess, and the contexts in which these are understood so they can move from where they are to where they need to go.
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From page 27... ...
7) "Although the quality of mathematics preparation is more important than the quantity, the following amount of mathematics coursework for prospective teachers is recommended: Prospective elementary grade teachers should be required to take at least 9 semester-hours on fundamental ideas of elementary school mathematics; Prospective middle grades teachers of mathematics should be required to take at least 21 semester hours of mathematics, that includes at least 12 semester-hours on fundamental ideas of school mathematics appropriate for middle grades teachers; and Prospective high school teachers of mathematics should be required to complete the equivalent of an undergraduate major in 27
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8) · "Along with building mathematical knowledge, mathematics courses for prospective teachers should develop the habits of mind of a mathematical thinker and demonstrate flexible, interactive styles of teaching." (p.
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In addition, using The Mathematical Education of Teachers as a guide, faculty members, administrators, and policymakers particularly at institutions of higher education who are concerned with what mathematics content teachers should know can: · Ensure that the courses offered by two- and four-year colleges and universities provide teachers and prospective teachers with strong exposure to appropriate content and model the kinds of pedagogical approaches appropriate for teaching that content. Review certification requirements to ensure sufficient and appropriate coursework in mathematics, particularly courses that focus on teaching and understanding the fundamental ideas of school mathematics.
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