Skip to main content
SpringerLink
Log in
Book cover

Research Advances in the Mathematical Education of Pre-service Elementary Teachers pp 141–151Cite as

Professional Growth Through Activities and Assessment Tools Used in Mathematics Teacher Preparation Programs

  • Chapter
  • First Online:

  • 712 Accesses

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

Given the significance of teacher education for the professional growth of pre-service elementary school teachers, this chapter of commentary begins with the remaining challenges of mathematics teacher education programs. It then highlights what should be emphasized in teacher education programs: diagnostic activities, conceptual foundation of essential topics, mathematical connections, and core instructional skills. The chapter comments on effective learning environment and simulation assessment in terms of how to teach in mathematics teacher education. This chapter closes with an expectation of further analysis of teacher education programs across different education systems.

Chapter of Commentary on Theme 2.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. http://www.amte.net/standards. Accessed: 15 May 2017.

  • Ball, D. L. (1990). Prospective elementary and secondary teachers’ understanding of division. Journal for Research in Mathematics Education, 21(2), 132–144.

    Google Scholar 

  • Ball, D. L., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.

    Google Scholar 

  • Ball, D. L. & Forzani, F. M. (2009). The work of teaching and the challenging of teacher education. Journal of Teacher Education, 60, 497–511.

    Google Scholar 

  • Barnett-Clarke, C., Fisher, W., Marks, R., Ross, S., Charles, R. I. & Zbiek, R. M. (2010). Developing essential understanding of rational numbers for teaching mathematics in Grades 3–5. Reston, VA: NCTM.

    Google Scholar 

  • Blanton, M., Levei, L., Crites, T., & Dougherty, B. (2011). Developing essential understanding of algebraic thinking for teaching mathematics in grades 3–5. In B. J. Dougherty & R. M. Zbiek (Eds.), Essential understanding series. Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Borko, H., Eisenhart, M., Brown, C., Underhill, R., Jones, D. & Agard, P. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 23(3), 194–222.

    Google Scholar 

  • Borko, H., Peressini, D., Romagnano, L., Knuth, E., Willis-Yorker, C., Wooley, C. et al., (2000). Teacher education does matter: A situative view of learning to teach secondary mathematics. Educational Psychologist, 35(3), 193–206.

    Google Scholar 

  • Fennell, F. (this volume). Preparing elementary school teachers of mathematics: A continuing challenge.

    Google Scholar 

  • Jenson, B., Roberts-Hull, K., Magee, J., & Ginnivan, L. (2016). Not so elementary: Primary school teacher quality in high-performing systems. Washington, DC: National Center on Education and the Economy.

    Google Scholar 

  • Kool, M., & Keijzer, R. (this volume). Designing non-routine mathematical problems as a challenge for high performing prospective teachers.

    Google Scholar 

  • Li, Y., Ma, Y., & Pang, J. (2008). Mathematical preparation of prospective elementary teachers: Practices in selected education systems in East Asia. In P. Sullivan & T. Wood (Eds.), The international handbook of mathematics teacher education: Vol. 1 Knowledge and beliefs in mathematics teaching and teaching development (pp. 37–62). Rotterdam, Netherlands: Sense.

    Google Scholar 

  • Ma, L. (1999). Knowing and teaching elementary school mathematics. New Jersey: Routledge.

    Google Scholar 

  • National Council of Teachers of Mathematics (2014). Principles to actions: Ensuring mathematical successes for all. Reston, VA: The Author.

    Google Scholar 

  • National Governors Association (NGA) & Council of Chief State School Officers (CCSSO) (2010). Common core state standards for mathematics. Washington, DC: Authors.

    Google Scholar 

  • National Research Council (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, & B. Findell (Eds.), Mathematics learning study committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, D.C.: National Academy Press.

    Google Scholar 

  • Newton, K. J. (2008). An extensive analysis of preservice elementary teachers’ knowledge of fractions. American Educational Research Journal, 45(4), 1080–1110.

    Google Scholar 

  • Pang, J. (2003). “Numbers always make sense”: Janie’s experience of learning to teach elementary mathematics. Research in Mathematical Education, 7(1), 25–40.

    Google Scholar 

  • Pang, J. (2011). Case-based pedagogy for prospective teachers to learn how to teach elementary mathematics in Korea. ZDM The International Journal on Mathematics Education, 43, 777–789.

    Google Scholar 

  • Pang, J. (2015). Elementary teacher education programs with a mathematics concentration. In J. Kim, I. Han, M. Park, & J. Lee (Eds.), Mathematics education in Korea. Volume 2: Contemporary trends in researches in Korea (pp. 1–22). Singapore: World Scientific.

    Google Scholar 

  • Partnership for 21st Century Skills and the American Association of Colleges of Teacher Education (2010). 21st century knowledge and skills in educator preparation. http://www.p21.org/storage/documents/aacte_p21_whitepaper2010.pdf. Accessed: 15 May 2017.

  • Reys, R. E., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2009). Helping children learn mathematics. New York: John Wiley & Sons.

    Google Scholar 

  • Shaughnessy, M., & Boerst, T. (this volume). Designing simulations to learn about preservice teachers’ capabilities with eliciting and interpreting student thinking.

    Google Scholar 

  • Smith, M. S. & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. Reston, VA: NCTM.

    Google Scholar 

  • Stigler, J. W. & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.

    Google Scholar 

  • Vula, E., & Kingji-Kastrati, J. (this volume). Preservice teacher procedural and conceptual knowledge of fractions.

    Google Scholar 

  • World Economic Forum (2015). New vision for education: Unlocking the potential of technology. Geneva, Switzerland: Word Economic Forum. http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf. Accessed: 15 May 2017.

Download references

Author information

Authors and Affiliations

  1. Department of Elementary Education (Mathematics Education), Korea National University of Education, 250 Taeseongtabyeon-ro, Gangnae-myeon, Heungdeok-gu, Cheongju-si, Chungbuk, 28173, South Korea

    JeongSuk Pang

Authors
  1. JeongSuk Pang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to JeongSuk Pang .

Editor information

Editors and Affiliations

  1. Department of Education, University of Oxford, Oxford, United Kingdom

    Gabriel J. Stylianides

  2. Graduate School of Education, Utsunomiya University, Utsunomiya, Tochigi, Japan

    Keiko Hino

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Pang, J. (2018). Professional Growth Through Activities and Assessment Tools Used in Mathematics Teacher Preparation Programs. In: Stylianides, G., Hino, K. (eds) Research Advances in the Mathematical Education of Pre-service Elementary Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-68342-3_10

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-68342-3_10

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-68341-6

  • Online ISBN: 978-3-319-68342-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation