Published In

The Mathematics Enthusiast

Document Type

Article

Publication Date

1-1-2020

Subjects

Mathematics -- Study and teaching

Abstract

In 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 collaborative teaching environment. We close by discussing specific challenges associated with these supports, and call for more institutions to share how they have successfully implemented systems to support novice MTEs.

Description

2020© The Author(s) & Dept. of Mathematical Sciences-The University of Montana.

This work is brought to you as open access by ScholarWorks at University of Montana.

https://scholarworks.umt.edu/tme/vol17/iss2/7/

Persistent Identifier

https://archives.pdx.edu/ds/psu/32517

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