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Counting on Us: Stretching Our Pedagogical Boundaries in Mathematics Teacher Education
Mon, April 16, 12:25 to 1:55pm, Vancouver Convention Centre, Floor: Second Level, West Room 221Session Submission Type: Paper Session
Abstract
This session brings together a connected set of papers that meld mathematics teacher education practices from throughout the US and beyond our nation’s geographic boundaries. Exploration of both teachers’ mathematics content knowledge and their use of compelling math pedagogies are included in the group of papers. The session includes contemporary math pedagogy work and explores the importance of helping teachers to provide effective instruction with their students that are linked to addressing the math achievement gaps. Linking theory to practice is of focus in this session. The session has a primary tenet of beginning teachers’ emergent pedagogical knowledge in mathematics instruction.
Sub Unit
Chair
Papers
Elementary Teachers’ Curriculum Design and Pedagogical Reasoning for Supporting Students’ Comparison and Evaluation of Evidence-Based Explanations - Mandy Biggers, The Pennsylvania State University - University Park; Cory T. Forbes, University of Iowa; Laura Zangori, University of Missouri - Columbia
Examining Teacher Knowledge and Classroom Practices During Inquiry Teaching on the Equal Sign - Helena P. Osana, Concordia University; Allyson Cooperman, Concordia University; Emmanuelle Adrien, Concordia University; Vanessa Rayner, Concordia University; Jeffrey Bisanz, University of Alberta; Rebecca Watchorn, University of Alberta; Jody Sherman LeVos, LeapFrog
Teaching Mathematics to the Net Generation: The Technology-Rich Mathematics Classroom - Janet Gordon-Fournier, Montana State University; Robin Angotti, University of Washington - Bothell
The Development of Beginning Mathematics Teachers’ Pedagogical Content Knowledge - John K. Lannin, University of Missouri; Matthew Michael Webb, University of Northern Iowa; Kathryn B. Chval, University of Missouri - Columbia; Fran Arbaugh, The Pennsylvania State University; Rebecca Bruton, University of Missouri; Cynthia E. Taylor, Millersville University of Pennsylvania