Developing Mathematical Proficiency for Elementary Instruction -

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Résumé :
The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not well validated empirically. To improve this situation, national workshops were organized at Texas A&M University to generate focused discussions about this important topic, with participation of mathematicians, mathematics educators and teachers. Developing Mathematical Proficiency for Elementary Instruction is a collection of articles that grew out of those exciting cross-disciplinary exchanges. Developing Mathematical Proficiency for Elementary Instruction is organized to probe the specifics of mathematical proficiency that are important to elementary teachers during two separate but inter-connected professional stages: as pre-service teachers in a preparation program, and as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring collection, readers may better understand, and possibly rethink, their own practices and research in empowering elementary teachers mathematically and pedagogically, as educators or researchers.

Sommaire:

Part I: Introduction

Editors

Part II: Mathematical Preparation of Pre-service Elementary School Teachers

Chapter Focusing on mathematical structure and sense-making in courses for future teachers

Sybilla Beckmann, University of Georgia, USA

Andrew Izs?k, Tufts University, USA

Chapter The mathematical preparation of elementary school teachers: Learning what mathematics is

Paul Goldenberg, Al Cuoco, Cindy Carter, Educational Development Center, USA

Chapter The elementary mathematics project: Supporting pre-service teachers' content knowledge for teaching mathematics

Suzanne Chapin, Lynsey Gibbons, Ziv Feldman, Boston Univeristy, USA

Laura Callis, Curry College, USA

Alejandra Salinas, Boston University, USA

Chapter How do I know I learned something? Reflecting on learning by using video-recorded interviews to battle hindsight (I-knew-it-all-along) bias

Eva Thanheiser, Portland State University, USA

Michelle Homp & W. James Lewis, University of Nebraska-Lincoln, USA

Part III: Professional Development in Mathematics for In-service Elementary School Teachers

Chapter Sustainable, scalable professional development in early mathematics: Strategies, evaluation, and tools

Douglas H. Clements & Julie Sarama, University of Denver, USA

Hala Ghousseini, University of Wisconsin - Madison, USA

Chapter Mathematics in the Yale teachers institute

Roger E. Howe, Texas A&M University, USA

Chapter In-service mathematics professional development: The hard work of learning mathematics