A Model Program for Preparing Middle School Mathematics Teachers

伊利诺伊州立大学将制定一项为期五年的中学数学教师培养示范计划。拟议的努力涉及重大的概念重新定义，其前提是，学习数学是一个需要反思活动的建设性过程，而且这种活动是通过解决问题的情景来促进的。发展工作将包括三门新的数学课程，修改两门额外的数学课程，以及修改四门教学课程。所有课程的教学方法都将体现上述基本前提。拟议的计划代表了数学家、数学教育工作者和教师教育工作者的合作努力。学生将学习数学内容和教学方法，参与大量的实践和临床经验，学生教学，以及一套完善的上岗年活动。该计划将培养一名数学能力健全、知识渊博、善于教授中学生的教师。这项计划将作为类似类型的机构的典范，这些机构有一些传统的四年制教师培训计划。

Illinois State University will develop a five-year model program for the preparation of middle school mathematics teachers. The proposed effort involves a major reconceptualization based on the premises that learning mathematics is a constructive process requiring reflective activity and that such activity is facilitated by problem-solving situations. Developmental efforts will include three new mathematics courses, the modification of two additional mathematics courses, and the modification of four pedagogical courses. Teaching methodology in all courses will reflect the above basic premises. The proposed program represents a cooperative effort involving mathematicians, mathematics educators, and teacher educators. Students will study mathematics content and teaching methodology, be involved in numerous practicum and clinical experiences, student teaching, and a well developed set of induction year activities. The program will prepare a teacher who is mathematically sound and who is knowledgeable and skilled in teaching middle school students. This program will stand as a model for similar types of institutions that have somewhat traditional four-year teacher preparation programs.