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Improving Teacher Knowledge in K-12 Schooling

Perspectives on STEM Learning

  • Xiaoxia A. Newton

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

  • Xiaoxia A. Newton
    • 1
  1. 1.College of EducationUniversity of MassachusettsLowell, MAUSA

Bibliographic information

  • 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
  • Print ISBN 978-3-319-71206-2
  • Online ISBN 978-3-319-71207-9
  • Buy this book on publisher's site