Leading the Way To Systemic Change - the Roles of Mathematics Teacher Educators

1994年6月2日至4日，内布拉斯加州大学林肯分校举办了一个研讨会，向来自地区机构的教师团队开放，这些机构提供职前教师培训项目。邀请内布拉斯加州、科罗拉多州、南达科他州、蒙大拿州、爱荷华州、明尼苏达州、堪萨斯州、密苏里州和怀俄明州九州地区的所有教师培训机构派出四名教师组成的团队，其中至少一名从事数学，一名从事数学教育；团队的其他成员可以代表这些领域，或者是对数学教师的职前准备感兴趣的管理人员。研讨会讨论了数学教师教育工作者在数学教育系统变革中所扮演的各种角色。特别强调的是，在选择参与者和组织会议内容方面，数学科学和数学教育教师在学校数学教师的职前和继续数学教育中的共同责任。通过这些教师教育工作者的共同努力，可以以强有力的方式重塑本科数学课程，并对有关初始认证、框架开发和额外认可计划的国家政策产生重大影响。数学教师教育工作者还需要在全州范围内的系统倡议、由数学科学教育委员会发起的州联盟以及国家专业协会的州附属机构中发挥更明显的作用。研讨会的特点是演讲者以及机构团队的工作组。演讲者和咨询委员会成员将担任顾问。参与者制订了一套计划在1994-1995学年进行的活动。在1995年春末和夏季期间，将收集、汇编这些活动的成果，并分发给所有参加者和其他对重振本科数学教育感兴趣的人。＊＊＊

9450361 Leitzell A workshop at the University of Nebraska, Lincoln, on June 2-4, 1994, is open to teams of faculty from regional institutions with pre-service teacher preparation programs. All teacher preparation institutions in the nine state area of Nebraska, Colorado, South Dakota, Montana, Iowa, Minnesota, Kansas, Missouri, and Wyoming are invited to send teams of four faculty, with at least one in mathematics and one in mathematics education; other members of the team may represent these areas or be administrators with interest in pre-service preparation of teachers of mathematics. Sessions of the workshop address the various roles mathematics teacher educators play in moving toward systemic change in mathematics education. Of particular emphasis, both in selecting participants and in organizing the content of the sessions, is the joint responsibility mathematical sciences and mathematics education faculty share in the pre- service and continuing mathematical education of teachers of school mathematics. Working together these teacher educators can reshape in a powerful way the undergraduate curriculum in mathematics and have a strong impact on state policies regarding initial certification, the development of frameworks, and programs for additional endorsements. Mathematics teacher educators also need to play more visible roles in Statewide Systemic Initiatives efforts, State Coalitions sponsored by the Mathematical Sciences Education Board, and state affiliates of national professional associations. Workshop sessions feature speakers as well as working groups of institutional teams. Speakers and advisory committee members will be available as consultants. Participants develop a set of planned activities to be undertaken during the 1994-1995 academic year. During late spring and summer of 1995, the outcomes from these activities will be collected, compiled, and disseminated to all participants and others interested in the revitaliza tion of undergraduate mathematics education. ***