Tag Archives: teacher training

Conventional Courses are Not Enough for Future High School Teachers

Posted on October 3, 2016 by Art Duval

By Yvonne Lai, University of Nebraska – Lincoln and Heather Howell, Educational Testing Service Consider how you would respond to two different versions of a question. In the first, you are asked to solve a high school mathematics problem. In the second, some high … Continue reading →

Posted in Curriculum, K-12 Education | Tagged Curriculum, preservice teachers, teacher training | Leave a comment

Connections between Abstract Algebra and High School Algebra: A Few Connections Worth Exploring

Posted on December 10, 2015 by Diana White

by Erin Baldinger, University of Minnesota; Shawn Broderick, Keene State College; Eileen Murray, Montclair State University; Nick Wasserman, Columbia University; and Diana White, Contributing Editor, University of Colorado Denver. Mathematicians often consider knowledge of how algebraic structure informs the nature … Continue reading →

Posted in K-12 Education | Tagged abstract algebra, connections between advanced and secondary mathematics, high school algebra, teacher professional development, teacher training | 1 Comment

Active Learning in Mathematics, Part VI: Mathematicians’ Training as Teachers

Posted on November 1, 2015 by Priscilla Bremser

By Benjamin Braun, Editor-in-Chief, University of Kentucky; Priscilla Bremser, Contributing Editor, Middlebury College; Art Duval, Contributing Editor, University of Texas at El Paso; Elise Lockwood, Contributing Editor, Oregon State University; and Diana White, Contributing Editor, University of Colorado Denver. Editor’s … Continue reading →

Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Student Experiences | Tagged active learning, Active Learning Series 2015, early-career, graduate students, teacher training | 1 Comment

The Role of Mathematics Departments in the Mathematical Preparation of Elementary Teachers

Posted on July 20, 2014 by Diana White

By Diana White, Contributing Editor, University of Colorado Denver Mathematics departments have long provided the bulk of the mathematics content training for both practicing teachers and those studying to be teachers. This is a tremendous responsibility, and one that presents … Continue reading →