NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ942393
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0022-2984
Pre-Service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades: A Preliminary Report
Brown, Irving A.; Davis, Trina J.; Kulm, Gerald
Journal of Negro Education, v80 n3 p266-283 Sum 2011
This article presents our plans and initial work to explore how mathematics teacher education programs can prepare teachers for diverse middle grades classrooms. It describes the start-up of a five-year National Science Foundation project to design, develop, and test technology-enriched teacher preparation strategies to address equity in algebra learning. The participants in this pilot group demonstrated a need to develop their mathematical problem-solving skills, but they also exhibited strong beliefs about their own potential to be successful in the mathematics classroom. Preliminary results appear to indicate that Second Life (software) simulations can provide rich settings for teacher development on specific mathematics teaching skills and challenge them to apply their ideas about diversity. (Contains 5 tables and 4 figures.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A