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ERIC Number: EJ1093354
Record Type: Journal
Publication Date: 2014
Reference Count: 3
Are Future Teachers Ready to Embrace Mathematical Inquiry?
Australian Senior Mathematics Journal, v28 n2 p15-22 2014
This article describes a project inspired by Liping Ma's "Exploring New Knowledge" in which future 7-12 grade mathematics teachers enrolled in a fall 2013 capstone course at a typical regional state university were assigned fictitious student conjectures. These future teachers (all current high school mathematics teachers) were classified as undergraduate mathematics majors with a concentration in mathematics education. The goal of the capstone course was for future teachers to connect the key ideas in middle school and high school mathematics with the higher-level mathematics studied in college courses through explorations, laboratory activities, technology and service-learning experiences, and ideally the course runs immediately prior to the final semester of student teaching. The author mentions that the Conference Board of the Mathematical Sciences, an umbrella organisation of sixteen professional societies including the American Mathematical Society, the Mathematical Association of America, and the National Council of Teachers of Mathematics, recommends "9 semester-hours explicitly focused on high school mathematics from an advanced standpoint" (AMS, 2012).
Descriptors: Preservice Teachers, Student Teachers, Student Teaching, Secondary School Teachers, Mathematics Teachers, Undergraduate Students, Majors (Students), Secondary School Mathematics, Service Learning, Learning Activities, Education Courses, Learning Laboratories, Mathematical Concepts, Mathematics Skills, Equations (Mathematics), Mathematics Activities, Mathematical Logic
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: email@example.com; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A