How mathematics departments can improve prospective teachers' mathematical content knowledge for teaching

Start: 10/10/2007 - 3:00pm
End  : 10/10/2007 - 6:00pm


Dr. Stacy Brown (Pitzer and Claremont McKenna Colleges)


“Now is a time of great interest in K-12 mathematics education. Student performance, curriculum, and teacher education are the subjects of much scrutiny and debate. Studies of the mathematical knowledge of prospective and practicing U.S. teachers suggest ways to improve their mathematical educations” (Conference Board of the Mathematical Sciences, 2001)

Elementary school teachers are the public face of mathematics. (Phillip Wagreich, Mathematician)

In this talk, I will share findings from studies indicating that we should be concerned about U.S. teachers’, including prospective teachers’, mathematical content knowledge for teaching. Using recent research findings and vignettes from classroom lessons, I will elaborate on the notion of mathematical content knowledge for teaching and illustrate how teaching mathematics, even to young children, may entail more mathematical thinking on the teacher’s behalf than one might expect. I will then consider recent recommendations for the mathematical preparation of teachers and how mathematics departments have enacted these recommendations. In so doing, I hope to convey to the audience the distinct and important contribution that mathematicians are uniquely qualified to make toward the improvement of the mathematics education of teachers and consequently, school age children.

Millikan 134, Pomona College

Misc. Information

Coffee at 4:00 p.m. Wine and cheese after the talk.

Harry Mullikin Room, Millikan 209

The dinner will be hosted by Prof. Judith Grabiner

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