Virginia Mathematics Teacher Fall 2016

the American Mathematical Society (AMS) and the Conference Board of the Mathematical Sciences (CBMS) indicated, “Although high school mathematics teachers frequently major in mathematics, too often the mathematics courses they take emphasize preparation for graduate study or careers in business rather than advanced perspectives on the mathematics that is taught in high school” (p. 5). The high school curriculum prepares students for sophisticated and often abstract understandings, but may not prepare teachers to see the mathematics through students’ eyes (McCrory, Floden, Ferrini-Mundy, Reckase, & Senk, 2012). Teachers need both advanced mathematical knowledge and an understanding of how that advanced mathematical knowledge relates to the high school curriculum

Figure 4 . Example worksheet

(AMS & CBMS, 2012; McCrory et al., 2012). Our primary underlying assumption is that by providing teachers with quality educational experiences, the corresponding increase in their subject and pedagogical content knowledge will translate into changes in classroom practices that ultimately have a positive impact on students’ learning The SMPDC’s research examines the Center’s impact on measuring: (1) gains in teacher content knowledge, (2) impact on student achievement, and (3) progress towards meeting the assessed needs of partnering school divisions. Toward these ends, assessment measures include pre- and post-assessments of teachers’ mathematical content knowledge and mathematical knowledge for teaching Algebra I, Algebra II, and

and curriculum materials as well as examinations of the underlying mathematics. The SMPDC provides mathematics teachers with extensive opportunities such as online graduate level courses in mathematics designed for secondary teachers, summer institutes at NASA, and classroom observations and feedback. These programs help develop teachers’ knowledge bases and ultimately increase students’ mathematics achievement. Teachers’ mathematical knowledge for teaching contributes significantly to gains in students’ mathematics achievement (e.g., Hill, Rowan, & Ball, 2005; Sample McMeeking, Orsi, & Cobb, 2012; Telese, 2012). The Mathematical Education of Teachers II (2012) co-publication by

Virginia Mathematics Teacher vol. 43, no. 1

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