Presents data on the extent to which preservice and inservice teachers and preservice school counselors approached acceptance of the tenets reflected in the American Association of Colleges for Teacher Education's statement endorsing multiculturalism, multilingualism, multidialectism, empowerment, equity, and cultural and individual uniqueness.…

Describes one professor's personal struggle and growth in facing the challenges and perplexities of planning and developing strategies to initiate the critical process of teaching multicultural concepts to teacher education students early in their education by providing them field experiences in urban schools. Student attitudes and attitude…

This paper describes how the University of Wisconsin-Parkside developed a multicultural emphasis in its teacher education program, noting that implementing such a focus in a school with predominantly white students and faculty members required a paradigm shift for both the program and the faculty. (SM)

Discusses the effect of inservice and preservice education emphasizing the educational needs of limited-English- proficient students, examining a study of the effects of English language proficiency on teachers' assessment of students' understanding. Results indicated that despite inservice education, teachers did not accommodate students' needs…

This study examined the effect of pre-student-teaching field experience in a multicultural setting on preservice teachers' cultural sensitivity. Preservice teachers took the Cultural Awareness Inventory before and after a field experience with minority students. Results indicated that the field experience had no impact on the subjects' in most…

Being a real teacher involves the refinement and development of a complex awareness on three levels. This is manifested in alterations to the structure of attention. Contains 49 references. (ASK)

Describes a framework for investigating approaches to mathematics teaching, in light of recent reforms, which is used to explore the struggles of a veteran middle-school mathematics teacher as he attempted to modify his teaching practices. Concludes that the teacher was successful in broadening some aspects of his pedagogical thinking and…

Examines the role of a mentor to a group of mid-career mathematics teachers in order to better understand how mentoring practices influence teacher learning. Concludes that the mentees' perception of the mentor as problem solver or evaluator of performance learning was inhibited, whereas perception of the mentor and mentee relationship established…

Describes the need and rationale for a culture-inclusive course for prospective and practicing teachers. Discusses related research that was carried out in a high school mathematics class, together with some of the issues and constraints that arose. Provides two examples of student projects and a description of the course. Contains 49 references.…

Analyzes aspects of the professional life of Italian mathematics teachers with particular reference to their education. Outlines some issues that characterize the Italian system of instruction. (ASK)

Presents an overview and analysis of the Mathematics Case Methods Project, which uses cases in order to examine and reflect upon teaching. Focuses on a special kind of teacher knowledge, coined pedagogical-content knowledge. (ASK)

Identifies the types of reasoning involved in middle grade mathematics with regard to multiplicative structures and the difficulties students have with the concepts, why these difficulties might occur, and the interconnections within this content area. Offers four recommendations for the preparation and professional development of teachers.…

Focuses on one central aspect of epistemological mathematical knowledge, namely the problematique of how mathematical signs and symbols gain meaning in the interactive social processes of teaching and learning. Describes a teaching episode and analyzes it from an epistemological perspective. Identifies three components of epistemological knowledge…

Discusses the ways in which administrators' ideas about the nature of mathematics, learning, teaching, and school culture affect their interpretations of the nature and intent of the elementary-mathematics reform movement, and their thoughts on how they might support it. Focuses on administrators' views of parents' concerns, professional…

Describes the way in which 12 primary-grade teachers responded to reform-minded teaching of multidigit addition and subtraction. Discusses the nature of effective teacher-development programs. Contains 21 references. (ASK)