Why Not Be Sensible About Meaning?

1945 ◽  
Vol 38 (3) ◽  
pp. 99-102
Author(s):  
Harry G. Wheat
Keyword(s):  
Mathematics Teacher ◽  
Elementary Mathematics ◽  
Recent Issue

An article in a recent issue of The Mathematics Teacher* admonishes us to be sensible about the meaning we attempt to teach the pupils in our classes in elementary mathematics. It goes on seriously to question both the sense and the utility of teaching meaning, and still further to suggest that it can't be done anyhow.

The Place of Mathematics in General Education

1948 ◽  
Vol 41 (6) ◽  
pp. 274-277
Author(s):  
Edward A. Cameron
Keyword(s):  
General Education ◽  
Mathematics Teacher ◽  
Liberal Education ◽  
Arithmetic Geometry ◽  
National Council ◽  
Recent Issue ◽  
The Subject

The place of mathematics in general education was discussed at least as long ago as some 2500 years, when the Pythagoreans established the quadrivium of arithmetic, geometry, astronomy, and music, subjects which were to be considered the heart of a liberal education for many centuries. That the subject is still being discussed today can be readily verified by consulting almost any recent issue of The Mathematics Teacher. The Eleventh and Fifteenth Yearbooks of the National Council of Teachers of Mathematics contain much valuable information on the subject under discussion, and I heartily recommend them to any teacher of mathematics who has not yet read them.

Female Mathematics Educators Recommend Books

1984 ◽  
Vol 77 (3) ◽  
pp. 233-234
Author(s):  
Sylvia Lazarnick ◽  
Marny Frantz
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Secondary Mathematics ◽  
Recent Issue ◽  
Secondary Mathematics Teachers ◽  
School Grades ◽  
Mathematics Educators

A recent issue of the Mathematics Teacher reported the results of an interesting question posed to mathematics educators, “What are the ten most important books for a secondary school (grades 7–12) mathematics teacher to read?” (Leake 1983). As secondary mathematics teachers, we eagerly read the article and at once realized that we needed and wanted to know what books female mathematics educators might recommend. We set out to ask them.

scholarly journals Supporting novice mathematics teacher educators teaching elementary mathematics content courses for the first time

2020 ◽  
Vol 17 (2-3) ◽  
pp. 493-536
Author(s):  
Siobahn Suppa ◽  
Joseph DiNapoli ◽  
Eva Thanheiser ◽  
Jennifer M. Tobias ◽  
Sheunghyun Yeo
Keyword(s):  
Mathematics Teacher ◽  
Teacher Educators ◽  
Elementary Mathematics ◽  
Mathematics Teacher Educators ◽  
First Time ◽  
Mathematics Content Courses

Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment

2020 ◽  
pp. 226-253 ◽  
Author(s):  
Crystal Anne Kalinec-Craig ◽  
Priya V. Prasad ◽  
Raquel Vallines Mira
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Methods Course ◽  
Self Assessment ◽  
Mathematics Content Courses ◽  
Teacher Learners

In this chapter, the authors consider the purposeful design of two mathematics content courses (Content 1 and Content II) and one methods course (Methods) as a means of helping teacher candidates (TCs) learn about divergent formative assessment (DFA), which seeks to explore what students understand rather than only if they understand a concept or skill. The authors leverage the research of groupworthy tasks and the Rights of the Learner to describe three tasks they use to help TCs learn mathematics through problem-solving and to learn to teach through problem-solving. The chapter outlines three commonalities across the courses: 1) Shifting from implicit to explicit and informal to formal practices of DFA that reflects teaching through problem-solving; 2) Using DFAs to transition TCs' identities from learners to teacher-learners; and 3) Supporting TCs' self-assessment through DFAs in multiple ways.

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