scholarly journals Addressing Multi-language Diversity in Mathematics Teacher Education Programs

2016 ◽  
pp. 121-139
Author(s):  
Denisse R. Thompson ◽  
Gladis Kersaint ◽  
Hannatjie Vorster ◽  
Lyn Webb ◽  
Marthie S. Van der Walt
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Language Diversity ◽  
Education Programs

Results of A Questionnaire on Secondary Mathematics Teacher-Education Programs

1979 ◽  
Vol 72 (7) ◽  
pp. 530-536
Author(s):  
Cherie Adler Aviv ◽  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Status ◽  
Secondary Mathematics Teacher ◽  
Secondary Mathematics Teacher Education

The survey reported here was conducted for the purpose of obtaining information about the status of secondary school mathematics teacher-education programs. The dearth of information about teacher-education programs was emphasized in the NACOME report (1975). The NACOME report particularly pointed out that little evidence exists on activities oriented toward preparation of mathematics teachers. This report represents an attempt to provide such information. In reporting the results, questions will be identified that need to be asked in order to obtain a clearer picture of the dynamics of a teacher-education program. We regret that we did not ask these questions.

The Issue of Reform: What Have We Learned from Yesteryear?

1988 ◽  
Vol 81 (5) ◽  
pp. 352-363
Author(s):  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Educator ◽  
School Mathematics ◽  
Professional Activity ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Evaluation Standards

One of the central issues facing our profession is how the NCTM Curriculum and Evaluation Standards for School Mathematics (1987) can influence mathematics teacher education programs. This question and the issues in which the question is embedded not only are highly relevant to our professional interests but are, ultimately, primary to our professional activity. My experiences both as a teacher and as a teacher educator suggest that the task that lies ahead is both significant and awesome.

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