Department

Mathematics

Document Type

Article

Publication Date

12-2010

Abstract

In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other types of knowledge. The authors share results of individual research projects and teaching approaches focusing on helping preservice elementary teachers develop such knowledge. Specific examples from different content areas (whole number, fractions, angle, and area) are discussed.

Journal

Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal

Volume

1

First Page

1

Last Page

13

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