How Can Practice-based Professional Development Help Teachers Learn Mathematics?
Abstract: Practice-based professional development promotes teacher learning through engagement with authentic tasks of teaching. Nevertheless, it is not immediately obvious how teachers can learn mathematics in this way. In this presentation we illustrate several ways that practice-based, professional learning tasks can make available opportunities for teachers to enhance their mathematical knowledge. Raven McCrory, Marisa Cannata, Michigan State University The Mathematical Education of Elementary Teachers:The Content and Context of Undergraduate Mathematics Classes for Teachers Abstract: What mathematics classes are required for prospective elementary teachers? Who teaches them, what’s their content, where are they in students’ programs, what textbooks do they use, and how much variation is there across institutions? These and other questions will be discussed based on results from 75 institutions in three states.
