Preparing Mathematics Teachers for Elementary High-Poverty Schools: Perceptions and Suggestions from Preservice Teachers

Autor/inn/en	McKinney, Sueanne E.; Berry, Robert Q., III; Jackson, Joan M.
Titel	Preparing Mathematics Teachers for Elementary High-Poverty Schools: Perceptions and Suggestions from Preservice Teachers
Quelle	In: Journal of Urban Learning, Teaching, and Research, 3 (2007), S.89-110 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Preservice Teachers; Practicums; Teacher Effectiveness; Mathematics Teachers; Mathematics Instruction; Poverty; Elementary School Teachers; Elementary School Mathematics; Cultural Pluralism; Knowledge Base for Teaching; Teacher Competencies; Urban Schools + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Armut; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; Kulturpluralismus; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The National Council of Teachers of Mathematics articulates an ambitious vision of a high-quality mathematics program. Achieving this vision requires competent and knowledgeable teachers who can support all students in learning mathematics concepts with understanding. Effective mathematics teachers are especially needed for high-poverty schools since low-income students score below their peers in all mathematics content areas. This study documents the perceptions of preservice teachers who completed a mathematics practicum experience in an urban elementary school. Problems are identified and suggestions offered by the preservice teachers as they strived to develop into effective mathematics educators at urban high-poverty schools. (Contains 3 tables.) (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10