Developing Mathematical Proficiency for Elementary Instruction. Advances in STEM Education

The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving the...

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Bibliographic Details
Published inDeveloping Mathematical Proficiency for Elementary Instruction
Main Authors Li, Yeping, Ed, Howe, Roger E., Ed, Lewis, W. James, Ed, Madden, James J., Ed
Format Journal Article
LanguageEnglish
Published Springer 2021
Subjects
Coaching (Performance)
Elementary School Mathematics
Elementary School Teachers
Faculty Development
Mathematical Concepts
Mathematics
Mathematics Achievement
Mathematics Instruction
Pedagogical Content Knowledge
Preservice Teacher Education
Professional Personnel
Video Technology
Nebraska (Lincoln)
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Summary:The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not well validated empirically. To improve this situation, national workshops were organized at Texas A&M University to generate focused discussions about this important topic, with participation of mathematicians, mathematics educators and teachers. "Developing Mathematical Proficiency for Elementary Instruction" is a collection of articles that grew out of those exciting cross-disciplinary exchanges. "Developing Mathematical Proficiency for Elementary Instruction" is organized to probe the specifics of mathematical proficiency that are important to elementary teachers during two separate but inter-connected professional stages: as pre-service teachers in a preparation program, and as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring collection, readers may better understand, and possibly rethink, their own practices and research in empowering elementary teachers mathematically and pedagogically, as educators or researchers.
ISBN:3030689557
9783030689551
ISSN:2520-8616
DOI:10.1007/978-3-030-68956-8