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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:  In teacher education, we need to reconceptualize how we structure opportunities for candidates to develop subject matter expertise, subject-specific pedagogy, and their general pedagogical skills. Blending together subject matter and education experiences for candidates is one way of impacting the development of teacher expertise that can influence student achievement in math. Including both formative and summative assessment of the development of such skills that is linked to every course they have will help teacher candidates and teacher education programs articulate what teaching skills are of value to classroom teachers. We believe structuring teacher education experiences in this way can help enrich the professional dialogue about what skills teachers need to have and how teacher education programs can provide them. Section II: Outcomes and Methods A. Learner/participant outcomes: We want to engage the participants in an examination of how change in curriculum and teaching practice was matched to assessment strategies. In addition, participants will have the opportunity to analyze the effect that such an emphasis had on the performance of student teachers. B. Methods: Sample curriculum and assessments that emphasize mathematical knowledge for teaching from the math courses will be shared. Assessment results will be analyzed. References Ball, D. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 90, 449-466. Ball, D, & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp 83-104). Westport, CT: Ablex. Ball, D., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4 th ed.). New York: Macmillan. Blackburn, R. & Lawrence, J. (2003) Faculty at work: Motivation, expectation, satisfaction. Baltimore, MD: John Hopkins University Press. Darling-Hammond, L. (2000) Teacher Quality and Student Achievement:A Review of State Policy Evidence. Educational Policy Analysis, Vol. 8, No1. Darling-Hammond, L. & Youngs, P. (2002). Defining “Highly qualified teachers”: What does “Scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25.

Authors: Hertzog, Hillary., Zeitlin, Joel., Czech, Maria., Gold, Jerrold., Basta, Rita. and O'Rode, Nancy.
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In teacher education, we need to reconceptualize how we structure opportunities for
candidates to develop subject matter expertise, subject-specific pedagogy, and their
general pedagogical skills. Blending together subject matter and education experiences
for candidates is one way of impacting the development of teacher expertise that can
influence student achievement in math. Including both formative and summative
assessment of the development of such skills that is linked to every course they have will
help teacher candidates and teacher education programs articulate what teaching skills are
of value to classroom teachers. We believe structuring teacher education experiences in
this way can help enrich the professional dialogue about what skills teachers need to have
and how teacher education programs can provide them.
Section II: Outcomes and Methods
A. Learner/participant outcomes:
We want to engage the participants in an examination of how change in curriculum and
teaching practice was matched to assessment strategies. In addition, participants will
have the opportunity to analyze the effect that such an emphasis had on the performance
of student teachers.
B. Methods:
Sample curriculum and assessments that emphasize mathematical knowledge for teaching
from the math courses will be shared. Assessment results will be analyzed.
References
Ball, D. (2000). Bridging practices: Intertwining content and pedagogy in teaching and
learning to teach. Journal of Teacher Education, 90, 449-466.
Ball, D, & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning
to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on
the teaching and learning of mathematics
(pp 83-104). Westport, CT: Ablex.
Ball, D., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The
unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.),
Handbook of research on teaching (4
th
ed.). New York: Macmillan.
Blackburn, R. & Lawrence, J. (2003) Faculty at work: Motivation, expectation,
satisfaction.
Baltimore, MD: John Hopkins University Press.
Darling-Hammond, L. (2000) Teacher Quality and Student Achievement:
A Review of State Policy Evidence.
Educational Policy Analysis, Vol. 8, No1.
Darling-Hammond, L. & Youngs, P. (2002). Defining “Highly qualified teachers”: What
does “Scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-
25.


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