Mathematics-for-Teachers (and Students)

Abstract

What mathematics do elementary teachers need and how might such mathematics be provided in a teacher education program? In this paper we discuss the development of a mathematics-for-teachers component for our elementary (K-8) preservice education program. Our mathematics-for-teachers program has evolved from an elective course for 20 preservice teachers, to 440 preservice teachers working in small groups in an auditorium setting, to a fully online component. The mathematics-for-teachers component immerses preservice teachers in mathematics experiences that many of them have never had, namely, experiences where they attend deeply to mathematical relationships and have opportunities to sense the pleasure of mathematical insight. As such, our primary goal is experiential therapy (authors, 2005) rather than content knowledge.

Blended learning, e-learning and mobile learning in mathematics education

“…In the rest of this section we report about an elementary (K-8) mathematics teacher education program at Western University in Canada developed by Gadanidis and Namukasa (2007), where a blended program has been used for the last 14 years. In the initial years, an online component was developed to replace the large lectures that accompanied smaller hands-on workshop classes, and it was noted that elementary preservice teachers came to the workshops more knowledgeable about the readings they were assigned and that they discussed online prior to the workshops.…”

“…However, during the last 10 years, the focus has been on developing online mathematics-for-teachers experiences, which sometimes is done before the workshops and sometimes afterwards. The goal is to create opportunities for teachers to experience how math ideas can be stretched across grades and to model mathematical connections and teaching strategies for their own teaching practice (Gadanidis and Namukasa 2007).…”

An Iceberg Model for Improving Mathematical Understanding and Mindset or Disposition: An Individualized Summer Intervention Program

“…These feelings inhibit mathematics development, and students become locked into the cycle of failure (Figure 1, first circle). In contrast, students with a positive mindset or disposition see mathematics as useful, worthwhile, and attainable and are motivated to engage in mathematics (Gadanidis, 2004). As students experience pleasure in learning new concepts they become involved in a cycle of engagement, confidence, pleasure, and motivation ( Figure 1, second circle).…”

Problem Solving as a Pedagogical Practice: Useful Conceptions of Professional Learning

“…In fact, learning to adopt newer roles for teachers requires, among other characteristics, "conceptual sophistication" [9] (p. 293). More than simply encouraging students to solve and justify solutions to problems, teachers need, among many other requirements, to be able to "build on students' existing mathematical knowledge (both formal and informal)" [10] (p. 274), and to "interpret idiosyncratic student responses, prompt multiple interpretations, [and] trace misinterpretations" [11] (p. 293). To support teachers in meeting this challenge, effective mathematics pre-service and inservice programs are needed.…”

“…Courses, especially when they actively engage teachers in the solving of mathematical problems themselves, help teachers to (a) experience mathematics learning that is not limited to mastering facts and procedures, (b) consider the benefits of teaching mathematics in nontraditional ways, and (c) reflect on and reconsider their conceptions, beliefs and attitudes toward mathematics [11]. However, as Gadanidis and Namukasa state, "a single course experience cannot create comprehensive or permanent change in teachers' perceptions of mathematics and mathematics teaching" [11] (p. 21). Also, needed are models of ongoing professional development in mathematics that continue to broaden teachers' mathematical understanding, and beliefs about mathematics and about its teaching and learning.…”