Add to ORKGIn order to be effectively prepared by a teacher education program, prospective elementary teachers (PTs) need to experience high quality mathematics instruction in their mathematics content courses. The instructors of these courses typically consist of individuals (mathematicians and mathematics educators) with ranging experiences, from tenured faculty members to first-year assistant professors or graduate students. This paper explores how to support novice mathematics teacher educators (MTEs) who are teaching elementary content coursework for PTs for the first time. We detail and describe how to implement three systems for supporting novice MTEs: working with a mentor, being provided with educative curriculum materials, and working in a c...
Concerns about the state of mathematics education in the U.S. continue to be expressed. Student achi...
The push for more student-generated explanations in K-8 mathematics classrooms, together with prospe...
In this paper the authors present three design principles they use to develop preservice teachers\u2...
In order to be effectively prepared by a teacher education program, prospective elementary teachers ...
Learning to teach mathematics content courses designed for prospective elementary teachers (PTs) is ...
I qualitatively reviewed mathematics education literature to offer explicit classroom- based example...
Morris, Anne B.Mathematics teaching in the United States has notoriously and historically been class...
The goal of this article is to articulate aspects of mathematical knowledge for teaching (MKT) that ...
The growing number of studies on mathematics teacher educator knowledge have consistently argued tha...
In their practice, teachers must not only know how to solve mathematics problems; they must also be ...
Prospective elementary teachers’ (PTs) preparation often includes courses focused on deepening K–8 m...
One responsibility of mathematics teacher educators is to provide opportunities for prospective teac...
The adequate preparation of future teachers of mathematics is critical, requiring sufficient opportu...
Over the last forty years, standards and recommendations for teachers and learners of K-12 mathemati...
This study explores the importance of field experience, in particular, the mentor-novice relationshi...
Concerns about the state of mathematics education in the U.S. continue to be expressed. Student achi...
The push for more student-generated explanations in K-8 mathematics classrooms, together with prospe...
In this paper the authors present three design principles they use to develop preservice teachers\u2...
In order to be effectively prepared by a teacher education program, prospective elementary teachers ...
Learning to teach mathematics content courses designed for prospective elementary teachers (PTs) is ...
I qualitatively reviewed mathematics education literature to offer explicit classroom- based example...
Morris, Anne B.Mathematics teaching in the United States has notoriously and historically been class...
The goal of this article is to articulate aspects of mathematical knowledge for teaching (MKT) that ...
The growing number of studies on mathematics teacher educator knowledge have consistently argued tha...
In their practice, teachers must not only know how to solve mathematics problems; they must also be ...
Prospective elementary teachers’ (PTs) preparation often includes courses focused on deepening K–8 m...
One responsibility of mathematics teacher educators is to provide opportunities for prospective teac...
The adequate preparation of future teachers of mathematics is critical, requiring sufficient opportu...
Over the last forty years, standards and recommendations for teachers and learners of K-12 mathemati...
This study explores the importance of field experience, in particular, the mentor-novice relationshi...
Concerns about the state of mathematics education in the U.S. continue to be expressed. Student achi...
The push for more student-generated explanations in K-8 mathematics classrooms, together with prospe...
In this paper the authors present three design principles they use to develop preservice teachers\u2...