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Resturcturing Subject Matter and Education Curriculum to Develop Mathematical Knowledge for Teaching: An Integrated Approach to Teacher Education
Unformatted Document Text:  knowledge base for successful teaching (Ball & Bass, 2000). Introduced as a concept by Shulman and his colleagues (Shulman, 1986), elaboration of the concept has resulted in a more clearly defined understanding of the relationship subject matter content, pedagogy, knowledge of subject matter for teaching, and knowledge of mathematics in practice (Ball & Bass, 2000). An acknowledgement that there is a knowledge base and skill set that must be applied to engage learners in high levels of mathematical understanding is contested by some mathematics scholars. Labeled the “math wars”, mathematicians and educators are debating what emphasis teaching and learning should take in the field of mathematics (Ross, 2001; Sowder, 1998). Before that debate can be settled, we must identify what strategies can be successful in improving student achievement and how those strategies can be taught to and implemented successfully by teachers. B. Contribution: At our institution, we have had the unique opportunity to develop a “blended” undergraduate teacher preparation program that merges together the study of subject matter and pedagogy to develop more qualified elementary level teachers. Our work in the area of mathematics has focused on changing the content and teaching of subject matter based mathematics courses for future elementary teachers. We have linked the change in curriculum, materials, and teaching practice to assessment of mathematical knowledge for teaching. In addition, we have spiraled the curriculum for future teachers to include both an understanding of how use mathematical knowledge for teaching with pedagogical skills in education methods courses and field experiences. Our work addresses the following questions in Strand 1: Future Learners; Future Teachers: • What teaching skills and strategies are necessary to successfully prepare a cognitively, culturally, and linguistically diverse student population for the future, and how do we teach these skills and strategies to teacher candidates? • How can schools, colleges, and departments of education prepare teachers to meet the needs of the growing diversity of students and respond to public mandates affecting P-12 and higher education, such as the standards mandated by NCLB, the states, and other entities? C. Relevance: We have matched our efforts to change our teacher education subject matter and education curriculum with the use of quantitative and qualitative evidence of change in knowledge base on the part of our teacher candidates. Formative quantitative assessment happens in each subject matter course. Assessment of developing pedagogical skills and attitudes is measured in the math methods course. Qualitative assessment of teaching performance in the student teaching experience has changed to reflect an emphasis on the development of mathematical knowledge for teaching and the effect it has on pupil learning. Evidence of the impact on the teaching and learning processes in these settings will support the identification of exemplary practice. D. Implication for Action:

Authors: Hertzog, Hillary., Zeitlin, Joel., Czech, Maria., Gold, Jerrold., Basta, Rita. and O'Rode, Nancy.
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knowledge base for successful teaching (Ball & Bass, 2000). Introduced as a concept by
Shulman and his colleagues (Shulman, 1986), elaboration of the concept has resulted in a
more clearly defined understanding of the relationship subject matter content, pedagogy,
knowledge of subject matter for teaching, and knowledge of mathematics in practice
(Ball & Bass, 2000).
An acknowledgement that there is a knowledge base and skill set that must be applied
to engage learners in high levels of mathematical understanding is contested by some
mathematics scholars. Labeled the “math wars”, mathematicians and educators are
debating what emphasis teaching and learning should take in the field of mathematics
(Ross, 2001; Sowder, 1998). Before that debate can be settled, we must identify what
strategies can be successful in improving student achievement and how those strategies
can be taught to and implemented successfully by teachers.
B. Contribution:
At our institution, we have had the unique opportunity to develop a “blended”
undergraduate teacher preparation program that merges together the study of subject
matter and pedagogy to develop more qualified elementary level teachers. Our work in
the area of mathematics has focused on changing the content and teaching of subject
matter based mathematics courses for future elementary teachers. We have linked the
change in curriculum, materials, and teaching practice to assessment of mathematical
knowledge for teaching. In addition, we have spiraled the curriculum for future teachers
to include both an understanding of how use mathematical knowledge for teaching with
pedagogical skills in education methods courses and field experiences. Our work
addresses the following questions in Strand 1: Future Learners; Future Teachers:
What teaching skills and strategies are necessary to successfully prepare a
cognitively, culturally, and linguistically diverse student population for the future,
and how do we teach these skills and strategies to teacher candidates?
How can schools, colleges, and departments of education prepare teachers to meet
the needs of the growing diversity of students and respond to public mandates
affecting P-12 and higher education, such as the standards mandated by NCLB,
the states, and other entities?
C. Relevance:
We have matched our efforts to change our teacher education subject matter and
education curriculum with the use of quantitative and qualitative evidence of change in
knowledge base on the part of our teacher candidates. Formative quantitative assessment
happens in each subject matter course. Assessment of developing pedagogical skills and
attitudes is measured in the math methods course. Qualitative assessment of teaching
performance in the student teaching experience has changed to reflect an emphasis on the
development of mathematical knowledge for teaching and the effect it has on pupil
learning. Evidence of the impact on the teaching and learning processes in these
settings will support the identification of exemplary practice.
D. Implication for Action:


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