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ERIC Number: EJ785142
Record Type: Journal
Publication Date: 2007-Dec
Pages: 14
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1386-4416
Building Teacher Capacity for Implementing Curricular Coherence: Mathematics Teacher Professional Development Tasks
Ferrini-Mundy, Joan; Burrill, Gail; Schmidt, William H.
Journal of Mathematics Teacher Education, v10 n4-6 p311-324 Dec 2007
Improving mathematics education in the United States has taken many forms. Our work has focused on two aspects: the content knowledge of teachers and a well-articulated coherent curriculum. Our aim was teacher "capacity building" that is enabling teachers to teach to coherent and significant mathematical curricular goals and describe the implementation in a large-scale project based at Michigan State University. We highlight the design, structure and use of mathematics teacher learning tasks that were intended to improve teachers' capacity to teach to these goals and note how the teachers' perceptions of the structure and sequencing of mathematics itself affect the ways they organize mathematics in their teaching and the ways they teach.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan