Association of Mathematics Teacher Educators (AMTE)'s Books

Standards for Preparing Teachers of Mathematics

(color version)

By: Association of Mathematics Teacher Educators (AMTE)

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Standards for Preparing Teachers of Mathematics

(color version)

By: Association of Mathematics Teacher Educators (AMTE)

Also available in a black + white version AMTE, in the Standards for Preparing Teachers of Mathematics (SPTM), puts forward a national vision of initial preparation for all Pre-K–12 teachers who teach mathematics. SPTM contains critical messages for all who teach mathematics, including elementary school teachers teaching all disciplines, middle and high school mathematics teachers who may teach mathematics exclusively, special education teachers, teachers of emergent multilingual students, and other teaching professionals and administrators who have responsibility for students’ mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated. SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform assessment practices for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning teacher of mathematics who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles. Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.

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198

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IAP

Published Date

ISBN 10

1641139986

ISBN 13

9781641139984

Standards for Preparing Teachers of Mathematics

(color version)

By: Association of Mathematics Teacher Educators (AMTE)

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Standards for Preparing Teachers of Mathematics

(color version)

By: Association of Mathematics Teacher Educators (AMTE)

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198

Publisher

IAP

Published Date

ISBN 10

1641139986

ISBN 13

9781641139984

Challenges in the Mathematics Education of African American Children

Proceedings of the Benjamin Banneker Association Leadership Conference

By: Benjamin Banneker Association. Leadership Conference,Carol E. Malloy,Laura Brader-Araje

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Challenges in the Mathematics Education of African American Children

Proceedings of the Benjamin Banneker Association Leadership Conference

By: Benjamin Banneker Association. Leadership Conference,Carol E. Malloy,Laura Brader-Araje

Focus of these proceedings is placed on three strands: teaching and learning, policy, and professional development. Following the opening comments, "Charge to Mathematics Educators: What We Want in Mathematics Classrooms" (Margaret B. Cozzens), individual presentations include: "It Doesn't Add Up: African American Students' Mathematics Achievement" (Gloria Ladson-Billings); "The Politics of Urban Mathematics Education" (Stephen R. Cox);"Professional Development: Finding New Ways to Support Teachers of Minority Students" (Marieta W. Harris); "The National Science Foundation's Innovative Curriculum Materials Program" (Glenda Lappan); "Assessment, Evaluation, Mathematics Education Reform, and African American Students: A Framework" (Frank E. Davis); and "When the Vision Confronts Reality: Implementing Reform in Elementary School Mathematics in an Urban School District" (Patricia F. Campbell). Breakout sessons of the three strands include the following presentations: "And from a participant ... What Will It Take for 'All' to Really Mean All?" (Idorenyin Jamar); "Transforming Policy to Enhance the Lives of African American Mathematics Students" (Jennie Bennett); "Implementing Policies for Urban Student Achievement" (Clara Tolbert); and "The Professional Development of Teachers of African American Students" (Lee V. Stiff). The proceedings end with the closing statements, "Conference Summary and Charge to the Benjamin Banneker Association: Challenges in the Mathematics Education of African American Children" (Edgar Edwards); and an epilogue, "Future Plans of the Benjamin Banneker Association" (Carol E. Malloy). (ASK)

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National Council of Teachers of

Published Date

ISBN 10

0873534581

ISBN 13

9780873534581

Nurturing Reflective Learners in Mathematics

Yearbook 2013, Association of Mathematics Educators

By: Berinderjeet Kaur

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Nurturing Reflective Learners in Mathematics

Yearbook 2013, Association of Mathematics Educators

By: Berinderjeet Kaur

This fifth volume in the series of yearbooks by the Association of Mathematics Educators in Singapore entitled Nurturing Reflective Learners in Mathematics is unique in that it focuses on a single theme in mathematics education. The objective is to encourage teachers and researchers to advance reflection among students and teachers in mathematics classrooms. Several renowned international and Singapore researchers in the field have published their work in this volume. The fifteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment with in their own classrooms to bring about meaningful learning outcomes. Three broad themes, namely fundamentals, instructional tools, and approaches to teaching for nurturing reflective learners in mathematics classrooms, shape the ideas in these chapters. The book makes a significant contribution towards the learning of mathematics. It is a good resource for mathematics teachers, educators and research students.

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319

Publisher

World Scientific Publishing Company

Published Date

ISBN 10

9814472743

ISBN 13

9789814472746

Science and Mathematics

Partners Then-- Partners Now

By: School Science and Mathematics Association (U.S.)

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Science and Mathematics

Partners Then-- Partners Now

By: School Science and Mathematics Association (U.S.)

The School Science and Mathematics Association seeks to improve the teaching and learning of mathematics and science and to promote the integration and interrelationships among these disciplines. This monograph presents 20 articles that have appeared in the association's journal, "School Science and Mathematics," between the years of 1905 and 1988 that addressed that goal. After an introduction that explains the rationale and purpose of this monograph, the articles are divided into six sections. The sections present the following: (1) three articles that discuss the interdependence of science and mathematics; (2) four articles that discuss integrating science and mathematics in the school curriculum; (3) three articles that discuss science and mathematics in secondary education; (4) four articles that discuss science and mathematics in elementary education; (5) three articles that present unifying themes in science and mathematics; and (6) three articles that discuss science and mathematics in a technological age. (MDH)

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226

Publisher

School Science & Mathematics Association, Incorporated

Published Date

ISBN 10

0912047089

ISBN 13

9780912047089

Learning Experiences to Promote Mathematics Learning

Yearbook 2014, Association of Mathematics Educators

By: Pee Choon Toh,Berinderjeet Kaur,Tin Lam Toh

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Learning Experiences to Promote Mathematics Learning

Yearbook 2014, Association of Mathematics Educators

By: Pee Choon Toh,Berinderjeet Kaur,Tin Lam Toh

Ch. 1. It matters how students learn mathematics / Berinderjeet Kaur -- ch. 2. M_Crest: A framework of motivation to learn mathematics / Wong Khoon Yoong -- ch. 3. Designing learning experiences for effective instruction in secondary mathematics / Toh Tin Lam -- ch. 4. Providing students' authentic learning experience through 3D printing technology / Oh Nam Kwon, Jee Hyun Park, Jung Sook Park -- ch. 5. What do teachers need to know to teach secondary mathematics / Kim Beswick -- ch. 6. Defining, extending, and creating: Key experiences in mathematics / Yoshinori Shimizu -- ch. 7. Teaching for abstraction through mathematical learning experiences / Cheng Lu Pien -- ch. 8. Making sense of number sense: Creating learning experiences for primary pupils to develop their number sense / Yeo Kai Kow Joseph -- ch. 9. Learning experiences designed to develop algebraic thinking: Lessons from the ICCAMS project in England / Jeremy Hodgen, Dietmar Kuchenmann, Margaret Brown -- ch. 10. Learning experiences designed to develop multiplicative reasoning; using models to foster learners' understanding / Margaret Brown, Jeremy Hodgen, Dietmar Kuchemann -- ch. 11. Learning mathematical induction through experiencing authentic problem solving / Tay Eng Guan, Toh Pee Choon -- ch. 12. Scaffolding and constructing new problems for teaching mathematical proofs in the A-levels / Zhao Dongsheng -- ch. 13. Learning number in the primary school through ICT / Barry Kissane -- ch. 14. Learning algebra and geometry through ICT / Marian Kemp

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302

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World Scientific Publishing Company Incorporated

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ISBN 10

9814612901

ISBN 13

9789814612906

Book's by Association of Mathematics Teacher Educators (AMTE)

Standards for Preparing Teachers of Mathematics

Standards for Preparing Teachers of Mathematics

Standards for Preparing Teachers of Mathematics

Standards for Preparing Teachers of Mathematics

Challenges in the Mathematics Education of African American Children

Challenges in the Mathematics Education of African American Children

Nurturing Reflective Learners in Mathematics

Nurturing Reflective Learners in Mathematics

Science and Mathematics

Science and Mathematics

Learning Experiences to Promote Mathematics Learning

Learning Experiences to Promote Mathematics Learning

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