Mathematics Knowledge Development for Special Education Teachers
Datum
2009
Autor:innen
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Zusammenfassung
Recent research regarding best practices in mathematics instruction indicates that certain aspects of a mathematics education are critical to the amount of learning that can take place within an academic environment. Most notable are: (a) Worthwhile and engaging mathematical tasks, (b) an inquiry focused classroom culture, and (c) teacher content knowledge of the subject matter (Kilpatrick, Swafford, & Findell, 2001; NCTM Principles and Standards for School Mathematics, 2000; The National Research Council, 2005; Boaler & Greeno, 2000; Hiebert et al., 1997). Each of these critical components for math learning are created, designed, and implemented by the classroom teacher. For this reason, it is necessary to focus on increasing teacher understanding of the subject matter as well as delivery of the content. The goal of this intervention is to increase teacher knowledge of mathematics, in both content and best practices, in order to increase student achievement as well as teacher satisfaction with lesson design and delivery.
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Elementary education, Education, Elementary, Middle school education, High school, Education, Secondary, Secondary education, Mathematics -- Study and teaching, Teacher professional development, Special education