Description
Book SynopsisThe Language of Mathematics: How the Teacher's Knowledge of Mathematics Affects Instruction introduces the reader to a collection of thoughtful works by authors that represent current thinking about mathematics teacher preparation. The book provides the reader with current and relevant knowledge concerning preparation of mathematics teachers. The complexity of teaching mathematics is undeniable and all too often ignored in the preparation of teachers with substantive mathematical content knowledge and mathematical teaching knowledge. That said, this book has a focus on the substantive knowledge and the relevant pedagogy required for preparing teachings to enter classrooms to teach mathematics in K-12 school settings. Each chapter focuses on the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. Chapter One opens the book with a focus on the language and knowledge of mathematics teaching. The authors of Chapters Two-Nine present
Trade ReviewThe Language of Mathematics presents studies on the types of knowledge and dispositions that mathematics teachers need to be effective. The authors offer various perspectives on preparing future mathematics teachers to address both what and how students are learning. -- Kadian M. Callahan, Assistant Dean for Faculty and Student Success, Associate Professor of Mathematics Education, College of Science and Mathematics, Kennesaw State University
The Language of Mathematics: How the Teacher’s Knowledge of Mathematics Affects Instruction gives its readers effective, research-based strategies stated in voices from the field. It demonstrates the complexity of math learning and teaching, especially how technical components can be intricately connected with psychological processes. This book is an excellent tool for fostering dialogic inquiry among future teachers, teacher educators, and content specialists. -- Rui Kang, Professor of Teacher Education, College of Education, Georgia College and State University
The Language of Mathematics: How the Teacher’s Knowledge of Mathematics Affects Instruction is timely and important. Research reported in the book sheds light on the knowledge needed to teach mathematics in ways that motivate and foster positive attitudes toward mathematics. The book may serve as a resource for mathematics teacher preparation courses. -- Dr. James A. Telese, Professor of Mathematics Education, Department of Teaching and Learning, The University of Texas Rio Grande Valley
Table of ContentsTABLE OF CONTENTS Preface Acknowledgements Chapter 1. Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive Knowledge Patrick M. Jenlink Chapter 2. Cultivating Dispositions for Teaching and Learning Elementary Mathematics Michelle C. Hughes Chapter 3. Preservice Elementary Education Majors’ Attitudes about Mathematics: A Semantic Differential Carmen M. Latterell and Janelle L. Wilson Chapter 4. Addressing Math Phobia at its Source: A Case Study Melinda (Mindy) Eichhorn and Courtney Lacson Chapter 5. A Teacher’s Perspective of Quantitative Literacy in Middle School Mathematics Heather Crawford-Ferre and Diana L. Moss Chapter 6. Something Doesn’t Add Up: Math Teachers and Student-centered Pedagogy David Nurenberg and Se-Ah Kwon Siegel Chapter 7. A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of Teachers Sinem Sozen Ozdogan, Didem Akyuz and Erdinc Cakiroglu Chapter 8. Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two Contexts Jennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang Chapter 9. Complex Adaptive Model of Algebra Professional Development Sarah Smitherman Pratt and Colleen McLean Eddy Chapter 10. Epilogue: Looking Toward the Future of Mathematics Teacher Preparation Patrick M. Jenlink About the Editor and Authors
