Collaborations between Mathematics Educators and Mathematicians for Mathematics Teacher Education in the United States

2019 ◽  
pp. 153-181
Keyword(s):  
United States ◽  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
The United States ◽  
Mathematics Educators

scholarly journals A Comparative Study of Mathematics Education in the United States and Nepal

2019 ◽  
Vol 4 (4) ◽  
pp. 1-20
Author(s):  
Shashidhar Belbase
Keyword(s):  
United States ◽  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher Education ◽  
National Curriculum ◽  
The United States ◽  
Policy Document ◽  
The Usa ◽  
Curricular Materials ◽  
Standardized Exams

The purpose of this paper is to compare four domains of mathematics education-curricular materials, pedagogical process, teacher education, and assessment of students’ learning in the United States of America (USA) and Nepal. I applied categorical thinking for document analysis from the literature to find some key concepts related to the four categories of comparison. The Common Core State Standards for Mathematics (CCSSM) is a major curriculum standard implemented in many states in the USA, whereas, the National Curriculum Framework (NCF) is the major policy document that guides school mathematics curricula in Nepal. Mostly, classroom practices are student-centred with problem-solving, reasoning and critical thinking in the USA, but it is mostly drill-and-practice in Nepal. Preservice mathematics teacher education in the USA and Nepal are conducted by universities, but there is a vast difference in the courses offered in these countries. Assessment of students’ learning in mathematics is continuously done in classroom activities and exams including some standardized exams in selected grades in the USA, whereas, assessment in Nepal is done with periodic and final exams including standardized district and national tests in selected grades. I discussed some implications of the study.

scholarly journals Mathematics Teacher Educator Identity: A Conversation Between a Specialist and Generalist

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
M. Shaun Murphy ◽  
Florence Glanfield
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Educator ◽  
Mathematics Teacher Educator ◽  
Mathematics Educators ◽  
Curriculum Making ◽  
Stories To Live By

In this paper we consider the ways the constructs of being a generalist and specialist in teaching have contributed to our stories to live by in mathematics teacher education. We employ narratives of experience to serve as frames for our discussion in this paper. We explore how our work in public schools contributed to our practice in teacher education and the ways this shapes our curriculum making with preservice teachers. Our stories to live by as mathematics educators highlight how curriculum is more than subject matter objectives and how we are shaped in our relationships with learners.Keywords: mathematics; generalist; specialist; curriculum; stories to live by; narrative inquiry

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

The Oxford Handbook of Preservice Music Teacher Education in the United States

2019 ◽  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
State Level ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Faculty ◽  
Song Writing ◽  
Faculty And Administrators

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

scholarly journals Preservice Teachers’ Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration

2019 ◽  
Vol 21 (1) ◽  
pp. 82 ◽  
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Netta Avineri ◽  
Sedat Akayoglu
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Cultural Practices ◽  
The United States ◽  
Discursive Constructions

The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs’ positionings and impacted how PTs connected to individuals only and/or to broader society.  PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.

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