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ERIC Number: EJ951253
Record Type: Journal
Publication Date: 2010-May
Pages: 10
Abstractor: ERIC
Reference Count: 13
Developing Mathematics Content Knowledge along New Paths: Shifting from Student to Teacher
Enderson, Mary C.; Klerlein, Jacob T.; Johnson, Jason D.
New England Mathematics Journal, v42 p31-40 May 2010
Today's classrooms pose many challenges for new mathematics teachers joining the teaching force. As they enter the teaching field, they bring a wide range of mathematical experiences that are often focused on calculations and memorization of concepts rather than problem solving and representation of ideas. Such experiences generally minimize what teachers are capable of practicing in the classroom. Teachers need to become serious learners of practice rather than learners of strategies and activities. This involves teachers taking steps to understand the mathematics they will teach and what it means to reason and understand mathematically. This process also entails teachers moving from their own teaching experiences as learners into a more deliberate perspective of what it means for students to learn. The authors believe that providing prospective teachers with "rich" investigative learning experiences in their mathematics content courses may lead these future teachers to reflect on how such experiences can potentially play out in their future classrooms as well as impact their own students' life-long learning of mathematics. (Contains 1 table, 1 figure and 6 resources.)
Association of Teachers of Mathematics in New England. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A