Emphasizing the NCTM Content Standards in Undergraduate Courses for Prospective Teachers

Autor/inn/en	Fernandez, Eileen; Jones, Michael A.
Titel	Emphasizing the NCTM Content Standards in Undergraduate Courses for Prospective Teachers
Quelle	In: Mathematics and Computer Education, 40 (2006) 3, S.237-247 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-8639
Schlagwörter	Teaching Methods; Teaching (Occupation); High Schools; Secondary School Curriculum; Mathematics Teachers; Familiarity; Education Majors; Mathematics Education; Methods Courses; Calculus; Algebra; Course Content; Problem Solving; Undergraduate Study; Mathematical Concepts; Mathematical Applications; Standards; Preservice Teachers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching; Lehrberuf; High school; Oberschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Methodisch-didaktische Anleitung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Kursprogramm; Problemlösen; Grundstudium; Angewandte Mathematik; Innermathematische Anwendung; Standard
Abstract	"How can this Abstract Algebra course help me to teach Algebra in high school?" To professors of prospective mathematics teachers, this type of question has a resounding familiarity. Because students are unclear as to the relationship between upper division mathematics courses and the high school curriculum, answering the opening question to the students' satisfaction is almost impossible. These students view calculus and statistics as content courses that need to be learned, but do not reflect on how these courses embody the same mathematical ideas found in high school mathematics. Also, evidence that mathematics majors are entering the teaching profession with insufficient mathematics knowledge points to the further widening of the gap between teachers' undergraduate mathematics experience and their high school mathematics courses. In this paper, the authors describe one effort to close this gap by acquainting the prospective teachers with the National Council of Teachers of Mathematics (NCTM) "Standards." The authors' goal is to raise awareness that in studying mathematics on the lower and upper division levels, future teachers are getting practice with the very ides that they will be conveying to their students. The authors begin with a brief review of the "Standards," followed by detailed examples demonstrating connections between three undergraduate topics and the "Standards." They then describe how they used this exercise in a methods course for mathematics education majors and include the students' suggestions for how this exercise can help in providing answers to this article's opening question. (ERIC).
Anmerkungen	MATYC Journal Inc. Mathematics and Computer Education, P.O. Box 158, Old Bethpage, NY 11804. Tel: 516-822-5475; Web site: http://www.macejournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10