THE ELEMENTARY MATHEMATICS METHODS COURSE: Three Professors’ Experiences, Foci, and Challenges

The Mathematics Teacher Educator as a Developing Professional: Individuals, Teams, Communities and Networks: Volume 4

Volumn 4, Issue , 2008, Pages 247-264

  McDuffie, Amy Roth ^a   Drake, Corey ^b   Herbel Eisenmann, Beth ^c  

^a WASHINGTON STATE UNIVERSITY   (United States)

^b IOWA STATE UNIVERSITY   (United States)

^c MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85016049667     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (52)

1. Carpenter, T., Fennema, E., Franke, M., Levi, L., & Empson, S. (1999). Children's mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann. (Book, Facilitator’s guide, videos).
2. Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann. (Book, videos)
3. Empson, S. B. (2007). Case study of four second-graders. Retrieved from www.edb.utexas.edu/empson, July 10, 2007. (Case study, children’s work)
4. Philipp, R., Cabral, C., & Schappelle, B. (2006). IMAP CD ROM: Integrating mathematics and pedagogy to illustrate children's reasoning. Upper Saddle River, NJ: Prentice Hall. (Facilitator’s guide, video).
5. Russell, S. J., Schifter, D., & Bastable, V. (2002). Working with data. Parsippany, NJ: Dale Seymour Publications. (Case book, facilitator’s guide, video).
6. Schifter, D., Bastable, V., & Russell, S. (1999). Developing mathematical ideas, Number and operations, Part I: Building a system of tens. Parsippany, NJ: Dale Seymour. (Case book, facilitator’s guide, video).
7. Schifter, D., Bastable, V., & Russell, S. (1999). Developing mathematical ideas, Number and operations, Part II: Making meaning for operation. Parsippany, NJ: Dale Seymour. (Case book, facilitator’s guide, video).
8. Schifter, D., Bastable, V., & Russell, S. J. (2002). Measuring space in one, two, and three dimensions. Parsippany, NJ: Dale Seymour Publications. (Case book, facilitator’s guide, video).
9. Schifter, D., Bastable, V., & Russell, S. J. (2002). Examining features of shape. Parsippany, NJ: Dale Seymour Publications. (Case book and facilitator’s guide, video).
10. Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press. (Case book and background reading).
11. Van de Walle, J. (2007). Elementary and middle school mathematics: Teaching developmentally (6th ed.). New York: Longman. (Methods course textbook with many examples of children’s work).
12. WGBH (1995). Teaching math: A video library, K-4. Burlington, VT: Annenberg Foundation. (Facilitator’s guide, videos).
13. Ball, D. L., Lubienski, S. & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th Ed,) (pp. 433-456). New York: Macmillan.
14. Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. (1999). Children's mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.
15. Civil, M. (2006). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York: Teachers College Press.
16. Crespo, S., & Featherstone, H. (2006). Teacher learning in mathematics teacher groups: One math problem at a time. In K. Lynch-Davis & R. Rider (Eds.), The work of mathematics teacher educators: Continuing the conversation. (AMTE Monograph 3) (pp. 97-116). San Diego, CA: Association of Mathematics Teacher Educators.
17. Donovan, M., Bransford, J., & Pellegrino, J. (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.
18. Drake, C. (2005). Community mathematics education: A framework for teaching elementary mathematics methods. In G. Lloyd, M. Wilson, J. Wilkins, & S. Behm (Eds.), Proceedings of the 2Ťh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Roanoke, VA: Virginia Polytechnic Institute and State University.
19. Fennema, E., Carpenter, T. P., Levi, L., Franke, M. L., & Empson, S. B. (1999). A guide for workshop leaders: Children's mathematics cognitively guided instruction. Portsmouth, NH: Heinemann.
20. Flowers, J., & Rubenstein, R. (2006). A rich problem and its potential for developing mathematical knowledge for teaching. In K. Lynch-Davis & R. Rider (Eds.), The work of mathematics teacher educators: Continuing the conversation) (AMTE Monograph 3) (pp. 29-44). San Diego, CA: Association of Mathematics Teacher Educators.
21. Herbel-Eisenmann, B. (2002). Combining CGI with working with children: Examining reflections of preservice teachers. In D. Mewborn, P. Sztajn, D. White, H. Wiegel, R. Bryant, & K. Nooney (Eds.), Proceedings of the 24th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 1218-1221). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
22. Hiebert, J., Morris, A.K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58, 47-61.
23. Jacobs, V., Ambrose, R., Clement, L., & Brown, D. (2006). Using teacher-produced videotapes of student interviews as discussion catalyst. Teaching Children Mathematics, 13, 276-281.
24. Jacobs, V. & Philipp, R. (2004). Mathematical thinking: Helping prospective and practicing teachers focus. Teaching Children Mathematics, 11, 194-201.
25. Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9, 187-211.
26. Kazemi, E. (1998). Discourse that promotes conceptual understanding. Teaching Children Mathematics, 4, 410-414.
27. Lave, J. (1996). Teaching as learning, in practice. Mind, Culture and Activity, 3 (3), 149-164.
28. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
29. Lloyd, G. (2006). Using K-12 mathematic curriculum materials in teacher education: Rationale, strategies, and preservice teachers’ experiences. In K. Lynch-Davis & R. Rider (Eds.), The work of mathematics teacher educators: Continuing the conversation) (AMTE Monograph 3) (pp. 11-28). San Diego, CA: Association of Mathematics Teacher Educators.
30. Manouchehri, A., & Enderson, M. (1999). Promoting mathematical discourse: Learning from classroom examples. Mathematics Teaching in the Middle School, 4, 216-222.
31. Moll, L. C. (1992). Bilingual classrooms and community analysis: Some recent trends. Educational Researcher, 2, 20-24.
32. Moyer-Packenham, P. (2004). The interview assignment: Evaluating a teacher candidate’s knowledge of mathematics content, questioning, and assessment. In T. Watanabe & D. Thompson (Eds.), The work of mathematics teacher educators: Exchanging ideas for effective practice (AMTE Monograph 1) (pp. 169-188). San Diego, CA: Association of Mathematics Teacher Educators.
33. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
34. National Council of Teachers of Mathematics. (1991). Professional teaching standards for school mathematics. Reston, VA: Author.
35. Papick, I., Beem, J., Reys, B., & Reys, R. (1999). Impact of the Missouri Middle Mathematics Project on the preparation of prospective middle school teachers. Journal of Mathematics Teacher Education, 2(3), 301-310.
36. Peterson, B. (2005). Student teaching in Japan: The lesson. Journal of Mathematics Teacher Education, 8, 61-74.
37. Philipp, R., Ambrose, R., Lamb, 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 teachers: An experimental study. Journal for Research in Mathematics Education, 38, 438-476.
38. Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4-15.
39. Rosaen, C., Schram, P., & Herbel-Eisenmann, B. (2002). Using technology to explore connections among mathematics. language, and literacy in teacher education. Contemporary Issues in Technology and Teacher Education, [Online serial] 2(3). Available: http://www.citejournal.org/vol2/iss3/mathematics/articlel.cfm.
40. Roth McDuffie, A. (2004). Mathematics teaching as a deliberate practice: An investigation of elementary preservice teachers’ reflective thinking during student teaching. Journal of Mathematics Teacher Education, 7, 33-61.
41. Rowan, T. E., & Robles, J. (1998). Using questions to help children build mathematical power. Teaching Children Mathematics, 4, 504-509.
42. Schifter, D. (1996). Facilitating students’ construction of their own mathematical understandings. In D. Schifter (Ed.), What's happening in math class, Volume 1.ĝ Envisioning new practices through teacher narratives (pp. 9-43). New York: Teachers College Press.
43. Silver, E., Mills, V., Castro, A., & Ghousseini, H. (2006). Blending elements of lesson study with case analysis and discussion: A promising professional development strategy. In K. Lynch-Davis & R. Rider (Eds.), The work of mathematics teacher educators: Continuing the conversation) (AMTE Monograph 3) (pp. 117-132). San Diego, CA: Association of Mathematics Teacher Educators.
44. Smith, J. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27, 387-402.
45. Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3(4), 268-275.
46. Taylor, M. (2006). Syllabus study: A structured look at mathematics methods courses. AMTE Connections, 16(1), 12-15.
47. TERC. (1998). Investigations in number, data, and space. Menlo Park, CA: Dale Seymour.
48. Thompson, P. (1994). Concrete materials and teaching for mathematical understanding. Arithmetic Teacher, 41, 556-557.
49. Turner, E. E., & Strawhun, B. (2007). Problem posing that makes a difference: Students posing and investigating mathematical problems related to overcrowding at their school. Teaching Children Mathematics, 13, 457-463.
50. Vacc, N. N. (1993). Questioning in the mathematics classroom. Arithmetic Teacher, 41, 88-91.
51. Vacc, N. N., & Bright, G. (1999). Elementary preservice teachers’ changing beliefs and instructional use of children’s mathematical thinking. Journal for Research in Mathematics Education, 30, 89110.
52. Van Es, E., & Sherin, M. (2002). Learning to notice: Scaffolding new teachers’ interpretations. Journal of Technology and Teacher Education, 10, 571-596.