Elementary mathematics teacher preparation in an era of reform: The development and assessment of mathematics for teaching

Canadian Journal of Education

Volumn 33, Issue 1, 2010, Pages 228-255

  Kajander, Ann ^a  

^a LAKEHEAD UNIVERSITY   (Canada)

Author keywords

Conceptual knowledge; Mathematics for teaching; Mathematics teacher education; Pre service teacher education; Teacher mathematics knowledge; Teacher preparation

Indexed keywords

EID: 77955800766     PISSN: 03802361     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (44)

1. Adler, J., Ball, D.L., Krainer, K., Lin, F., & Novotna, J. (2005). Reflections on an emerging field: Researching mathematics teacher education. Educational Studies in Mathematics, 60, 359-381. Retrieved March 29, 2010, from http://web.wits.ac.za/NR/rdonlyres/CAACDE00-8BE0-47B3-AF53-95B194314655/ 0/Adler_et_al_ESM05.pdf.
2. Adler, J., & Davis, Z. (2006). Opening another black box: Researching mathematics for teaching in mathematics teacher education. Journal for Research in Mathematics Education, 37(4), 270-296. Retrieved March 29, 2010, from http://web.wits.ac.za/NR/rdonlyres/73F09B5F-6F57-44B5-9C83-1544AE7D0F6C/ 0/JRME0606_JA_ZD.pdf.
3. Ambrose, R. (2004). Initiating change in prospective elementary school teachers' orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7(2), 91-119.
4. Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary school teachers' beliefs about mathematics and mathematics learning: Rationale and development of a constructed-response-format beliefs survey. School Science and Mathematics,104(2), 56-69.
5. Ball, D.L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In B. Davis, & E. Simmt (Eds.), Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques (pp. 3-14). Edmonton, AB: CMESG/GDEDM. Proceedings retrieved March 29, 2010, from http://publish.edu.uwo.ca/cmesg/pdf/CMESG2002.pdf.
6. Ball, D.L., Bass, H., & Hill, H.C. (2004, January 14). Knowing and using mathematical knowledge in teaching: Learning what matters. Paper presented at the meeting of the Southern African Association of Mathematics, Science, and Technology Education, Cape Town, South Africa.
7. Ball, D.L., Hill, H.C., & Bass, H. (2005, Fall). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 14-22, 43-46. Retrieved March 29, 2010, from http://archive.aft.org/pubsreports/american_educator/issues/fall2005/Bal lF05.pdf.
8. Barbeau, E.J., & Taylor, P.J. (2005). Challenging mathematics in and beyond the classroom: Discussion document. Retrieved April 7, 2008, from ICMI (International Commission of Mathematical Instruction) Study 16 Web site: http://www.amt.edu.au/icmis16dd.html.
9. Boaler, J. (1999). Participation, knowledge and beliefs: A community perspective on mathematics learning. Educational Studies in Mathematics, 40(3), 259-281.
10. th annual meeting of the North American Chapter of the International Group of the Psychology of Mathematics Education (pp. 893-895). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
11. Cooney, T.J., Shealy, B.E., & Arvold, B. (1998). Conceptualizing belief structures of preservice secondary mathematics teachers. Journal for Research in Mathematics Education, 29(3), 306-333.
12. Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D., & Agard, P. (1993). Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding. Journal for Research in Mathematics Education, 24(1), 8-40.
13. Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33.
14. Gadanidis, G., & Namukasa, I.C. (2007). Mathematics-for-teachers (and students). Journal of Teaching and Learning, 5(1), 13-22. Retrieved March 29, 2010, from http://www.phaenex.uwindsor.ca/ojs/leddy/index.php/JTL/article/view/277/ 330.
15. Heck, D.J., Banilower, E.R., Weiss, I.R., & Rosenberg, S.L. (2008). Studying the effects of professional development: The case of the NSF's local systemic change through teacher enhancement initiative. Journal for Research in Mathematics Education, 39(2), 113-152.
16. Hiebert, J. (1992). Learning and teaching with understanding. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65-97). New York: Macmillan.
17. Hiebert, J. (1999). Relationships between research and the NCTM Standards. Journal for Research in Mathematics Education, 30(1), 3-19.
18. Hill, H., & Ball, D. (2004). Learning mathematics for teaching: Results from California's mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330-351. Retrieved March 29, 2010, from http://sitemaker.umich.edu/lmt/files/hillball.pdf.
19. Hill, H., Sleep, L., Lewis, J., & Ball, D. (2007). Assessing teachers' mathematical knowledge: What knowledge matters and what evidence counts. In F. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 111-156). Charlotte, NC: Information Age Publishing.
20. th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education [CD-ROM]. Eugene, OR: All Academic. Retrieved March 29, 2010, from the All Academic Research Web site: http://www.allacademic.com//meta/p_mla_apa_research_citation/0/2/4/6/0/p ages24607/p24607-1.php.
21. Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice elementary teachers' evolving mathematical understandings and beliefs. Journal of Teaching and Learning, 5(1), 33-54. Retrieved March 29, 2010, from http://www.phaenex.uwindsor.ca/ojs/leddy/index.php/JTL/article/viewFile/ 127/331.
22. Kajander, A. & Jarvis, D. (2009). Mathematics for elementary teaching: Report of the Working Group on Elementary Mathematics for Teaching. In P. Liljedahl (Ed.), Proceedings of the 2009 Canadian Mathematics Education Forum, Vancouver, British Columbia. Retrieved March 29, 2010, from http://www.math.ca/Events/CMEF2009/reports/wg2-report.pdf.
23. Kajander, A., Keene, A.J., Siddo, R., & Zerpa, C. (2006). Effects of professional development on intermediate teachers' knowledge and beliefs related to mathematics. Final Research Report: Programming Remediation, Implementation and Support in Mathematics (PRISM) Northwestern Ontario Project. Toronto: Ontario Ministry of Education.
24. Kajander, A., & Mason, R. (2007). Examining teacher growth in professional learning groups for in-service teachers of mathematics. Canadian Journal of Science, Mathematics, and Technology Education, 7(4), 417-438.
25. Langham, B., Sundberg, S., & Goodman, T. (2006). Developing algebraic thinking: An academy model for professional development. Mathematics Teaching in the Middle School, 11(7), 318-323.
26. Leikin, R. (2006). Getting aware: Secondary school teachers learn about 'mathematics challenges in education.' Retrieved April 7, 2008, from ICMI (International Commission of Mathematical Instruction) Study 16 Web site: http://www.amt.edu.au/icmis16pisrleikin.pdf.
27. Lloyd, G., & Wilson, M. (1998). Supporting innovation: The impact of a teacher's conceptions of functions on his implementation of a reform curriculum. Journal for Research in Mathematics Education, 29(3), 248-274.
28. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
29. McCormick, R. (1997). Conceptual and procedural knowledge. International Journal of Technology and Design Education, 7(1/2), 141-159.
30. Moreira, P.C., & David, M.M. (2008). Academic mathematics and mathematical knowledge needed in school teaching practice: Some conflicting elements. Journal of Mathematics Teacher Education, 11(1), 23-40.
31. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
32. National Council on Teacher Quality. (2008). No common denominator: The preparation of elementary teachers in mathematics by America's education schools. Retrieved July 7, 2008, from National Council on Teacher Quality [NCTQ Reports] Web site: http://www.nctq.org/p/publications/reports.jsp.
33. National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education. Retrieved March 30, 2010, from http://www2.ed.gov/about/bdscomm/list/mathpanel/report/finalreport.pdf.
34. Ontario Ministry of Education. (2005). The Ontario curriculum: Grades 1-8: Mathematics (Rev. ed.). Toronto: Queen's Printer. Retrieved March 30, 2010, from http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf.
35. Philipp, R.A., Ambrose, R., Lamb, L.L.C., Sowder, J.T., Schappelle, B.P., Sowder, L., Thanheiser, E., & Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38(5), 438-476.
36. th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 969-978). Athens, GA: University of Georgia. (ERIC Document Reproduction Service No. ED471761). Retrieved from the Educational Resources Information Center (ERIC) Web site: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/000 0019b/80/1a/a7/3f.pdf.
37. Ross, J., McDougall, D., Hogaboam-Gray, A., & LeSage, A. (2003). A survey measuring elementary teachers' implementation of standards-based mathematics teaching. Journal for Research in Mathematics Education, 34(4), 344-363.
38. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
39. Stein, M., Remillard, J., & Smith, M. (2007). How curriculum influences student learning. In F. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 319-369). Charlotte, NC: Information Age Publishing.
40. Stipek, D., Givvin, K., Salmon, J., & MacGyvers, V. (2001). Teachers' beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213-226.
41. Stylianides, A.J., & Ball, D.L. (2008). Understanding and describing mathematical knowledge for teaching: Knowledge about proof for engaging students in the activity of proving. Journal of Mathematics Teacher Education, 11(4), 307-332. The following URL is for access to the Library at Lakehead University and is not available to outside users. It cannot be included in this reference.
42. Wilkins, J. (2008). The relationship among elementary teachers' content knowledge, attitudes, beliefs and practices. Journal of Mathematics Teacher Education, 11(2), 139-164.
43. Wong, T., & Lai, Y. (2006). Exploring factors affecting mathematics teaching effectiveness among pre-service primary mathematics student-teachers. Paper presented at the annual meeting of the Australian Association for Research in Education. Adelaide, South Australia. Retrieved March 31, 2010, from http://www.aare.edu.au/06pap/won06754.pdf.
44. Zerpa, C. (2008). The development of Junior Intermediate preservice teachers' mathematical knowledge and values. Unpublished master's thesis, Lakehead University, Thunder Bay, Ontario, Canada.