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Developing Mathematical Proficiency for Elementary Instruction. Advances in STEM Education

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Title: Developing Mathematical Proficiency for Elementary Instruction. Advances in STEM Education
Language: English
Authors: Li, Yeping, Howe, Roger E., Lewis, W. James, Madden, James J.
Source: Advances in STEM Education. 2021.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Peer Reviewed: Y
Page Count: 298
Publication Date: 2021
Document Type: Book
Collected Works - General
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Mathematics Achievement, Mathematics Instruction, Elementary School Mathematics, Elementary School Teachers, Mathematics, Professional Personnel, Faculty Development, Preservice Teacher Education, Pedagogical Content Knowledge, Mathematical Concepts, Coaching (Performance), Video Technology
Geographic Terms: Nebraska (Lincoln)
DOI: 10.1007/978-3-030-68956-8
ISSN: 2520-8616
Abstract: The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not well validated empirically. To improve this situation, national workshops were organized at Texas A&M University to generate focused discussions about this important topic, with participation of mathematicians, mathematics educators and teachers. "Developing Mathematical Proficiency for Elementary Instruction" is a collection of articles that grew out of those exciting cross-disciplinary exchanges. "Developing Mathematical Proficiency for Elementary Instruction" is organized to probe the specifics of mathematical proficiency that are important to elementary teachers during two separate but inter-connected professional stages: as pre-service teachers in a preparation program, and as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring collection, readers may better understand, and possibly rethink, their own practices and research in empowering elementary teachers mathematically and pedagogically, as educators or researchers.
Abstractor: As Provided
Entry Date: 2022
Accession Number: ED616892
Database: ERIC
FullText Text:
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
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  Data: The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not well validated empirically. To improve this situation, national workshops were organized at Texas A&M University to generate focused discussions about this important topic, with participation of mathematicians, mathematics educators and teachers. "Developing Mathematical Proficiency for Elementary Instruction" is a collection of articles that grew out of those exciting cross-disciplinary exchanges. "Developing Mathematical Proficiency for Elementary Instruction" is organized to probe the specifics of mathematical proficiency that are important to elementary teachers during two separate but inter-connected professional stages: as pre-service teachers in a preparation program, and as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring collection, readers may better understand, and possibly rethink, their own practices and research in empowering elementary teachers mathematically and pedagogically, as educators or researchers.
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