Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses

Autor/inn/en	Saclarides, Evthokia Stephanie; Garner, Brette; Krause, Gladys; Bertolone-Smith, Claudia; Munson, Jen
Titel	Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses
Quelle	In: Mathematics Teacher Educator, 11 (2022) 1, S.9-25 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Instructional Design; Mathematics Instruction; Elementary School Mathematics; Preservice Teacher Education; Preservice Teachers; Methods Courses; Instructional Innovation; Pedagogical Content Knowledge; Theory Practice Relationship; Social Environment; Educational Objectives; Teacher Educators; Microteaching + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Educational Innovation; Bildungsinnovation; Pädagogische Kompetenz; Theorie-Praxis-Beziehung; Soziales Umfeld; Educational objective; Bildungsziel; Erziehungsziel; Teacher education; Education; Lehrerbildung
Abstract	Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics methods courses: (a) teaching mathematics content and pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) addressing multiple goals for each course component; (b) developing PSTs' dispositions over time; and (c) building on PSTs' strengths to develop understanding of mathematics. We present a reflection tool to assist mathematics teacher educators in designing their courses to maximize their instructional time. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01