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

小行星9450361 1994年6月2日至4日，在林肯的内布拉斯加大学举行了一次讲习班，向来自地区机构的教师小组开放，参加教师职前准备方案。 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个州的所有教师培训机构都被邀请派遣四名教师组成的小组，其中至少有一名是数学教师，一名是数学教育教师;小组的其他成员可以代表这些地区，也可以是对数学教师职前培训感兴趣的管理人员。 研讨会的会议地址数学教师教育工作者在走向数学教育的系统性变革中发挥的各种作用。 特别强调的是，无论是在选择参与者和在组织会议的内容，是共同的责任数学科学和数学教育教师在职前和继续数学教育的学校数学教师的份额。 这些教师教育工作者共同努力，可以以一种强有力的方式重塑数学本科课程，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系统性倡议工作、数学科学教育委员会赞助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。 讲习班的主讲人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。 参加者拟订一套计划在1994-1995学年进行的活动。 在1995年春末和夏季，这些活动的结果将被收集，汇编，并传播给所有参与者和其他感兴趣的振兴本科数学教育。 ***

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. ***