Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (2001)
Chapter: How Can Teachers Develop Such Mathematical Knowledge?
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What Kinds of Mathematical Knowledge Matter in Teaching?
Next Chapter: Investigating Alternative Approaches to Helping Teachers Learn Mathematics
Suggested Citation:
"How Can Teachers Develop Such Mathematical Knowledge?." National Research Council. 2001. Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop. Washington, DC: The National Academies Press.
doi: 10.17226/10050.
HOW CAN TEACHERS DEVELOP SUCH MATHEMATICAL KNOWLEDGE?
On the second day, participants took part in sessions that considered various approaches to helping teachers develop mathematical knowledge, skill, and confidence. They then stepped back and analyzed what each approach offered as opportunities to learn mathematics and reflected on how each might support teachers' use of mathematics in their practice. The questions that framed these sessions were
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How might prospective elementary teachers be helped to develop these kinds of mathematical knowledge?
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What are alternative and promising approaches—in the U.S. and internationally—to the mathematics education of beginning teachers?
Suggested Citation:
"How Can Teachers Develop Such Mathematical Knowledge?." National Research Council. 2001. Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop. Washington, DC: The National Academies Press.
doi: 10.17226/10050.
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