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© 2018

Improving Teacher Knowledge in K-12 Schooling

Perspectives on STEM Learning

Benefits

  • Includes extensive qualitative analyses of classroom mathematics teaching and learning

  • Illustrates the impact of the No Child Left Behind (NCLB) Act on the accountability system

  • Proposes a set of solutions for improving mathematical understanding among teachers across the country

Book

Table of contents

About this book

Introduction

This volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components consist of teachers’ own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improve these system components as a whole and recognize the importance of teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to their students, because these are the only types of mathematical knowledge they have at their disposal, both in terms of what they themselves have learned as K-12 students and in terms of the mathematical resources available to them, including the textbooks they rely on to teach as mathematics teachers.

Keywords

mathematics education educational practice qualitative analyses teaching and learning No Child Left Behind

Authors and affiliations

  1. 1.College of EducationUniversity of MassachusettsLowell, MAUSA

About the authors

Xiaoxia A. Newton is Associate Professor in the Graduate School of Education, University of Massachusetts Lowell, USA.

Bibliographic information

  • Book Title Improving Teacher Knowledge in K-12 Schooling
  • Book Subtitle Perspectives on STEM Learning
  • Authors Xiaoxia A. Newton
  • DOI https://doi.org/10.1007/978-3-319-71207-9
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2018
  • Publisher Name Palgrave Macmillan, Cham
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-3-319-71206-2
  • Softcover ISBN 978-3-030-10026-1
  • eBook ISBN 978-3-319-71207-9
  • Edition Number 1
  • Number of Pages XVII, 198
  • Number of Illustrations 29 b/w illustrations, 0 illustrations in colour
  • Topics Teaching and Teacher Education
    Learning & Instruction
    Schools and Schooling
  • Buy this book on publisher's site

Reviews

“This book is a timely and welcome exposition of the key issues involved in teaching school mathematics effectively and a convincing reminder that teachers' mathematical content knowledge will be foundational to better student learning.” (Hung-Hsi Wu, Emeritus Professor of Mathematics, University of California at Berkeley, USA)