Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal
Mathematics -- Study and teaching -- Standards, Mathematics -- Study and teaching (Elementary)
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed.
Thanheiser, E., Browning, C., Moss, M., Watanabe, T., & Garza-Kling, G. (2010). Developing Mathematical Content Knowledge for Teaching Elementary School Mathematics. IUMPST: The Journal. Vol 1.
Curriculum and Instruction Commons, Educational Methods Commons, Science and Mathematics Education Commons
This is the publisher's final PDF. Originally published in Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal (http://www.k-12prep.math.ttu.edu/journal/contentknowledge/volume.shtml) and is copyrighted by IUMPST.