Transforming Mathematics Teacher Education, 1st ed. 2019 An Equity-Based Approach
Coordonnateurs : Bartell Tonya Gau, Drake Corey, McDuffie Amy Roth, Aguirre Julia M., Turner Erin E., Foote Mary Q.
Corey Drake is a Professor in the Department of Teacher Education at Michigan State University and serves as Director of Teacher Preparation. Her work focuses on the preparation of elementary teachers to teach mathematics in diverse contexts. Her current research includes studies of pre-service elementary teachers’ learning from and aboutthe use of mathematics curriculum materials. She also conducts a multi- university investigation of the ways in which elementary mathematics methods courses can be redesigned to support pre-service teachers in learning to integrate children’s mathematical thinking with children’s home and community-based mathematical funds of knowledge.
Amy Roth McDuffie is a Professor in the College of Education at Washington State University. She conducts research on the professional development of prospective and practicing teachers in mathematics education. Specifically, she focuses on supporting teachers learning in and from practice in the areas of teachers’ use of curriculum resources and culturally relevant pedagogies as part of developing equitable instructional practices. Dr. Roth McDuffie regularly teaches methods of teaching mathematics courses for undergraduate prospective teachers. She also teaches masters and doctoral level courses in mathematics education for our EdM program
Date de parution : 08-2020
Ouvrage de 181 p.
15.5x23.5 cm
Disponible chez l'éditeur (délai d'approvisionnement : 15 jours).
Prix indicatif 94,94 €
Ajouter au panierDate de parution : 08-2019
Ouvrage de 181 p.
15.5x23.5 cm
Thèmes de Transforming Mathematics Teacher Education :
Mots-clés :
teach math modules for prek-8 mathematics methods courses; using mathematics autobiography to open spaces; learning to teach mathematics; linguistic and cultural resources in math teacher education; experiences of bilingual teachers in math autobiographies; community mathematics exploration; entry points for learning about children’s funds of knowledge; the community math exploration module; community funds of knowledge; urban teachers; children’s multiple mathematical knowledge bases; social justice mathematics; analyzing video and understandings of early childhood contexts; integrating curriculum and community spaces; learning and instruction; ethnicity in education