Targeting Reform of the Undergraduate Mathematics Preparation of Elementary/Middle School Teachers

在专业标准的推动下，在社会建构主义认知理论的支持下，目前改革K-12数学内容及其教学的努力正在带来对主动学习的新强调，对学生-教师和学生-学生交流模式的新期望，对意义构建和推理的更多依赖，以及教师和学生在学习过程中的新角色和责任。该教师准备项目旨在通过重新定义职前中小学教师受众理解数学内容的方式，解决这种改革给数学教学带来的重要挑战。该项目由多个机构的教师共同努力，旨在为职前小学和中学教师提供一套创新的、基于标准的教学材料和教师资源，将适当的计算技术、替代评估和具有挑战性的学习机会整合在一起，通常位于教学核心任务的背景下。通过使用项目材料，教师获得全面的数学背景，以支持当前K-8数学改革课程所设想的教学质量和风格。教师的态度使他们能够接受变化，接受技术对数学学习、教学方法和学校数学内容日益增加的影响。他们也重视理解和推理是数学理解的必要组成部分，并可以将这些价值观灌输给自己的学生。

Mathematical Sciences (21)Current efforts to reform K-12 mathematics content and its teaching, urged by professional standards and supported by social constructivist theories of knowing, are bringing about new emphases on active learning, new expectations for student-teacher and student-student communication patterns, greater reliance on sense-making and reasoning and new roles and responsibilities for both the teacher and the student in the learning process. This teacher preparation project is designed to address the important challenges that such reform brings to the teaching of mathematics by redefining the manner in which the preservice elementary and middle school teacher audience come to understand mathematical content. The project is a collaborative effort by faculty at multiple institutions to produce a set of innovative, standards-based instructional materials and instructor resources integrating appropriate computing technologies, alternative assessments, and challenging learning opportunities, often situated in the context of core tasks of teaching, for the preservice elementary and middle school teacher audience. By using the project materials, teachers acquire a comprehensive mathematics background necessary to support the quality and style of teaching envisioned by current K-8 mathematics reform curricula. Teachers emerge with the attitudes that allow them to be receptive to change and to the increasing influence of technology on learning mathematics, teaching methodologies, and school mathematics content. They also value sense making and reasoning as necessary components of mathematical understanding and can instill those values in their own students.