IME_March_2007_workshop_Missouri

IME_March_2007_workshop_Missouri - Developing Undergraduate...

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Developing Undergraduate and Graduate Mathematics Courses and Materials for Mathematics Education Majors as Part of Two National Science Foundation Projects 2004-2009 2001-2006 Four undergraduate mathematics courses and materials were developed for pre-service middle grade teachers as part of this NSF project . We will briefly discuss the mission of the CSMC Center and highlight a graduate level mathematics course developed for Mathematics Education doctoral students as part of this project.
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Catalysts for Change Principles and standards for school mathematics (NCTM, 2000) Before It’s Too Late: Glenn Commission Report, (DOE, 2000) Mathematics Education of Teachers Report (CBMS/MAA, 2001)
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Before It’s Too Late: Glenn Commission Report Primary message : “America’s students must improve their performance in mathematics and science if they are to succeed in today’s world and if the United States is to stay competitive in an integrated global economy.” Second message : “The most direct route to improving mathematics and science achievement for all students is better mathematics and science teaching.”
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Teachers need a deep understanding of the mathematics they will teach. Teachers need to learn how fundamental mathematical principles underlie classroom practice. Teachers need to develop a mastery of the mathematics in several grades beyond (and below) the grade level they expect to teach. CBMS Mathematical Education of Teachers Report: General Recommendations
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Courses for teachers should involve: + foundational mathematics + careful reasoning + connections of principles / practice + mathematical ‘common sense’ + habits of mind / inquiry + utility, power and elegance + multiple ways to engage students + technology-computation /exploration CBMS Mathematical Education of Teachers Report: General Recommendations
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Teacher education must be recognized as an important part of mathematics departments’ mission at institutions that educate teachers. Mathematics departments should devote commensurate resources to designing and offering courses for teachers. They should value and properly reward the faculty members that are heavily
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IME_March_2007_workshop_Missouri - Developing Undergraduate...

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