PPT-Developing teachers’ mathematics knowledge for teaching

Challenges in the implementation and sustainability of a new MSP Dr Tara Stevens Department of Educational Psychology and Leadership Dr Gary Harris Department of Mathematics Dr Zenaida AguirreMunoz. Brad Findell, Past President, ASSM . Suzanne Mitchell, President, NCSM. CBMS invited an ad hoc committee representing national mathematics education organizations to meet in July 2011to discuss how teachers can advance their own professional status.. Shelby Aaberg. Scottsbluff HS. saaberg@sbps.net. This Session. 10:50 – 11:40. Collaboration Matters. Realities Teachers . Face. (Groupwork is Unfair &. Professional Time is Finite). Analyzing Student . O. dyssey of Turning a Mathematics Department Around in one year. (building a sustainable foundation). Steve . Leinwand. SUM 2014. sleinwand@air.org. . www.steveleinwand. com . . Tell ‘. Anne Watson. . (& Bill Barton). BSRLM,Cambridge. Strong claims. Fluent personal mathematical knowledge, modes of enquiry and methods, brought to mind habitually in mathematical contexts, form a basis for mathematics teaching. Anisul. . Haque. East . West University, Dhaka. In learning you will teach, and in teaching you will learn. - Phil Collins. 2. Prologue. What this talk is not about:. - It is not a prescription to become a good teacher. The Case of Naomi. Annette Rouleau. Simon Fraser University. What tensions do mathematics teachers experience?. How do teachers cope with tensions?. What effect does this have on their mathematics teaching practice and professional growth?. Work and Citizenship. The Future is . o. urs to create.. STEM . Education:. Our . nation’s need for an expanded technical workforce . creates increased . demand for break-the-mold approaches to . STEM (. Anne Watson. University of Oxford. PME 2010. Dillon’s University Bookshop. London, UK. Ivan . Illich. the fact that a great deal of learning […] seems to happen casually and as a by-product of some other activity defined as work or leisure does not mean that planned learning does not benefit from planned instruction and that both do not stand in need of improvement. . Pedagogical Application of New Developments and Approaches (PANDA) Phase 1 (2015-2016). 1. Dr. Linda (. Yuqian. ) Wang. 2. Background: . 1. Culture, 2. View of Maths knowledge, 3. Curriculum, 4. Differences of England and Shanghai, 5. Model of learning, 6. View of good teacher, 7. Classroom. Brad Findell, Past President, ASSM . Suzanne Mitchell, President, NCSM. CBMS invited an ad hoc committee representing national mathematics education organizations to meet in July 2011to discuss how teachers can advance their own professional status.. outstanding . practice . as . a primary . classteacher. :. lessons . from the literature on teacher expertise. Dr . Tony . Eaude. Department of Education. University of Oxford. tony.eaude@education.ox.ac.uk. The Case of Naomi. Annette Rouleau. Simon Fraser University. What tensions do mathematics teachers experience?. How do teachers cope with tensions?. What effect does this have on their mathematics teaching practice and professional growth?. S. Dallas Dance, Ph.D., . Superintendent. Presentation to Towson University College of Education Faculty. August 22, 2012. WE. DO SO . MANY. THINGS. . WELL. .. 4. th. highest . graduation rate . in the nation. in (U. S.) Elementary Classrooms. Elizabeth A. Burroughs. Montana State University. Department of Mathematical Sciences. RCT Conference. University of York, York, U.K.. 11 September 2014. Research contributors.