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The Language of Mathematics focuses on the substantive knowledge and relevant pedagogy required for preparing instructors to teach mathematics in K-12 school settings. The contents reflect current field-based research relevant to faculty in higher education as well as teachers in public school classrooms.
List of contents
TABLE OF CONTENTS
Preface
Acknowledgements
Chapter 1. Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive Knowledge
Patrick M. Jenlink
Chapter 2. Cultivating Dispositions for Teaching and Learning Elementary Mathematics
Michelle C. Hughes
Chapter 3. Preservice Elementary Education Majors' Attitudes about Mathematics: A Semantic Differential
Carmen M. Latterell and Janelle L. Wilson
Chapter 4. Addressing Math Phobia at its Source: A Case Study
Melinda (Mindy) Eichhorn and Courtney Lacson
Chapter 5. A Teacher's Perspective of Quantitative Literacy in Middle School Mathematics
Heather Crawford-Ferre and Diana L. Moss
Chapter 6. Something Doesn't Add Up: Math Teachers and Student-centered Pedagogy
David Nurenberg and Se-Ah Kwon Siegel
Chapter 7. A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of Teachers
Sinem Sozen Ozdogan, Didem Akyuz and Erdinc Cakiroglu
Chapter 8. Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two Contexts
Jennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang
Chapter 9. Complex Adaptive Model of Algebra Professional Development
Sarah Smitherman Pratt and Colleen McLean Eddy
Chapter 10. Epilogue: Looking Toward the Future of Mathematics Teacher Preparation
Patrick M. Jenlink
About the Editor and Authors
About the author
By Patrick M. Jenlink
Summary
The Language of Mathematics focuses on the substantive knowledge and relevant pedagogy required for preparing instructors to teach mathematics in K-12 school settings. The contents reflect current field-based research relevant to faculty in higher education as well as teachers in public school classrooms.
Additional text
The Language of Mathematics: How the Teacher’s Knowledge of Mathematics Affects Instruction is timely and important. Research reported in the book sheds light on the knowledge needed to teach mathematics in ways that motivate and foster positive attitudes toward mathematics. The book may serve as a resource for mathematics teacher preparation courses.
