University of Wisconsin-Milwaukee mathematics focus courses: mathematics content for elementary and middle grades teachers

doi:10.1080/00207390701579498

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University of Wisconsin-Milwaukee mathematics focus courses: mathematics content for elementary and middle grades teachers

Journal Article•DOI•

University of Wisconsin-Milwaukee mathematics focus courses: mathematics content for elementary and middle grades teachers

Kevin McLeod¹, DeAnn Huinker¹•Institutions (1)

26 Sep 2007-International Journal of Mathematical Education in Science and Technology (Taylor & Francis Group)-Vol. 38, Iss: 7, pp 949-962

TL;DR: In this article, the authors report on efforts at the University of Wisconsin-Milwaukee to implement the MET report recommendations for pre-service elementary and middle grades teachers, in the contexts of teacher education programmes and the teacher licensing structure of the state of Wisconsin.

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Abstract: There has been much debate in recent years as to the amount and type of mathematical knowledge that teachers need to acquire. One set of recommendations is provided by the Mathematical Education of Teachers (MET) report, produced jointly by the American Mathematical Society and the Mathematical Association of America. This paper reports on efforts at the University of Wisconsin-Milwaukee to implement the MET report recommendations for pre-service elementary and middle grades teachers, in the contexts of teacher education programmes and the teacher licensing structure of the state of Wisconsin. Data is also presented on the results of teaching the resulting courses to in-service teachers.

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Journal Article•DOI•

Mathematical Education for Teachers

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William Edward Christilles¹•Institutions (1)

St. Mary's University¹

01 Nov 1962-School Science and Mathematics

174 citations

Journal Article•DOI•

Are the dimensions of metacognitive awareness differing in prediction of mathematics and geometry achievement

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Şahin Kesici, Ahmet Erdogan, Hatice İrem Özteke

01 Jan 2011-Procedia - Social and Behavioral Sciences

TL;DR: It is seen from the result that declarative knowledge of high school students is an significant predictor of mathematics course achievement.

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17 citations

Journal Article•DOI•

Modelling and inverse-modelling: experiences with O.D.E. linear systems in engineering courses

[...]

Victor Martinez-Luaces¹•Institutions (1)

University of the Republic¹

18 Feb 2009-International Journal of Mathematical Education in Science and Technology

TL;DR: In this article, the authors deal with important issues such as existence, uniqueness and stability for mixing problems in relation to teaching experiences, and draw conclusions based on the results of the teaching methods used.

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Abstract: In engineering careers courses, differential equations are widely used to solve problems concerned with modelling. In particular, ordinary differential equations (O.D.E.) linear systems appear regularly in Chemical Engineering, Food Technology Engineering and Environmental Engineering courses, due to the usefulness in modelling chemical kinetics, mixing problems and reactors design, among others. The discussion in this paper will deal with important issues such as existence, uniqueness and stability for mixing problems in relation to teaching experiences. Conclusions based on the results of the teaching methods used, will be drawn for differential equations courses and other mathematical service courses.

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13 citations

Cites result from "University of Wisconsin-Milwaukee m..."

...This fact is in concordance with the experiences of other teachers in other parts of the world, when courses are based on problem solving activities [14]....
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Dissertation•

Evaluación de conocimientos de futuros profesores para la enseñanza de los números decimales

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Patricia M. Konic

01 Jan 2011

TL;DR: Tesis Univ. Granada. Departamento de Didactica de la Matematica as discussed by the authors, Leida el 20 de diciembre de 2011.

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Abstract: Tesis Univ. Granada. Departamento de Didactica de la Matematica. Leida el 20 de diciembre de 2011

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7 citations

Journal Article•DOI•

Prospective Teachers' Perspectives on Mathematics Teaching and Learning: Lens for Interpreting Experiences in a Standards-Based Mathematics Course.

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Michelle T. Chamberlin¹•Institutions (1)

University of Wyoming¹

01 Dec 2013-School Science and Mathematics

TL;DR: In this paper, prospective elementary teachers were surveyed to examine their perspectives on mathematics teaching and learning and to address two research questions: 1) What perspectives on the learning and teaching of mathematics do they hold? 2) How do their perspectives impact their perception of standards-based instruction in a mathematics course and their future teaching plans?

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Abstract: In a mathematics course for prospective elementary teachers, we strove to model standards-based pedagogy. However, an end-of-class reflection revealed the prospective teachers were considering incorporating standards-based strategies in their future classrooms in ways different from our intent. Thus, we drew upon the framework presented by Simon, Tzur, Heinz, Kinzel, and Smith to examine the prospective teachers' perspectives on mathematics teaching and learning and to address two research questions. What perspectives on the learning and teaching of mathematics do prospective elementary teachers hold? How do their perspectives impact their perception of standards-based instruction in a mathematics course and their future teaching plans? Qualitative analyses of reflections from 106 prospective teachers revealed that they viewed mathematics as a logical domain representative of an objective reality. Their instructional preferences included providing firsthand opportunities for elementary students to perceive mathematics. They did not take into account the impact of a student's conceptions upon what is learned. Thus, the prospective teachers plan to incorporate standards-based strategies to provide active experiences for their future elementary students, but they fail to base such strategies upon students' current mathematical conceptions. Throughout, the need to address prospective teachers' underlying perspectives of mathematics teaching and learning is stressed.

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6 citations

References

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Book•

Knowing and Teaching Elementary Mathematics Teachers' Understanding of Fundamental Mathematics in China and the United States

[...]

Liping Ma

01 Jan 2010

TL;DR: This book discusses subtraction with Regrouping, Multidigit Number Multiplication, and Teachers' Subject Matter Knowledge, as well as exploring the relationship between Perimeter and Area and Profound Understanding of Fundamental Mathematics.

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Abstract: Author's Preface to the Anniversary Edition Series Editor's Introduction to the Anniversary Edition A Note about the Anniversary Edition Foreword Acknowledgments Introduction 1. Subtraction With Regrouping: Approaches To Teaching A Topic 2. Multidigit Number Multiplication: Dealing With Students' Mistakes 3. Generating Representations: Division By Fractions 4. Exploring New Knowledge: The Relationship Between Perimeter And Area 5. Teachers' Subject Matter Knowledge: Profound Understanding Of Fundamental Mathematics 6. Profound Understanding Of Fundamental Mathematics: When And How Is It Attained 7. Conclusion Appendix References New to the Anniversary Edition: Journal Article #1 New to the Anniversary Edition: Journal Article #2 Author Index Subject Index

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2,056 citations

Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide?

[...]

Deborah Loewenberg Ball, Heather C. Hill, Hyman Bass

01 Jan 2005

TL;DR: This is the story of a teacher's campaign to improve the quality of his or her education and the response of teachers and students to that campaign.

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Abstract: Reprinted with permission from the Fall 2005 issue of American Educator, the quarterly journal of the American Federation of Teachers, AFL-CIO.

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951 citations

"University of Wisconsin-Milwaukee m..." refers background in this paper

...Number, algebra and geometry The measures developed by Deborah Ball, Hyman Bass and their collaborators at the University of Michigan in the Learning Mathematics for Teaching (LMT) [10] project were used to assess the participants’ mathematical knowledge for teaching in the areas of Number and Operations, Algebra, and Geometry....
[...]
...Another possible explanation for the smaller increases in the other areas is that the Michigan measures were not closely aligned to the courses....
[...]
...The Michigan items were normed using a group of California teachers selected from schools which were engaged in instructional improvement....
[...]
...The Fellows showed improvement in all three areas tested with the Michigan measures, with a significant increase occurring in Algebra....
[...]
...They were also pre and post-tested for MKT in specific content areas using measures developed at the Universities of Michigan and Louisville....
[...]

Journal Article•DOI•

Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes

[...]

Heather C. Hill, Deborah Loewenberg Ball

01 Nov 2004-Journal for Research in Mathematics Education

TL;DR: In this paper, the authors describe an effort to evaluate California's Mathematics Professional Development Institutes (MPDIs) using novel measures of knowledge for teaching mathematics and find that teachers participating in the MPDIs improved their performance on these measures during the extended summer workshop portion of their experience.

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Abstract: Widespread agreement exists that U.S. teachers need improved mathematics knowl- edge for teaching. Over the past decade, policymakers have funded a range of profes- sional development efforts designed to address this need. However, there has been little success in determining whether and when teachers develop mathematical knowl- edge from professional development, and if so, what features of professional devel- opment contribute to such teacher learning. This was due, in part, to a lack of measures of teachers' content knowledge for teaching mathematics. This article attempts to fill these gaps. In it we describe an effort to evaluate California's Mathematics Professional Development Institutes (MPDIs) using novel measures of knowledge for teaching mathematics. Our analyses showed that teachers participating in the MPDIs improved their performance on these measures during the extended summer workshop portion of their experience. This analysis also suggests that program length as measured in days in the summer workshop and workshop focus on mathematical analysis, reasoning, and communication predicted teachers' learning.

...read moreread less

537 citations

"University of Wisconsin-Milwaukee m..." refers background in this paper

...Number, algebra and geometry The measures developed by Deborah Ball, Hyman Bass and their collaborators at the University of Michigan in the Learning Mathematics for Teaching (LMT) [10] project were used to assess the participants’ mathematical knowledge for teaching in the areas of Number and Operations, Algebra, and Geometry....
[...]
...Another possible explanation for the smaller increases in the other areas is that the Michigan measures were not closely aligned to the courses....
[...]
...The Michigan items were normed using a group of California teachers selected from schools which were engaged in instructional improvement....
[...]
...The Fellows showed improvement in all three areas tested with the Michigan measures, with a significant increase occurring in Algebra....
[...]
...They were also pre and post-tested for MKT in specific content areas using measures developed at the Universities of Michigan and Louisville....
[...]