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Published **1978**
by Science Council of Canada in [Ottawa] .

Written in English

- Mathematics teachers -- Training of -- Canada -- Congresses.,
- Mathematics teachers -- Training of -- Canada.

**Edition Notes**

Bibliography: p. 72-80.

Statement | Proceedings of a conference sponsored by the Science Council of Canada at Queen"s university; edited by A.J. Coleman, W.C. Higginson, and D.H. Wheeler. |

Contributions | Coleman, A. John 1918-, Coleman, Arthur John, 1918-, Higginson, W. C., Wheeler, D. H. |

Classifications | |
---|---|

LC Classifications | QA135.5 C755 1978 |

The Physical Object | |

Pagination | iv, 104 p. |

Number of Pages | 104 |

ID Numbers | |

Open Library | OL18145351M |

Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S Cited by: The Mathematical Education of Teachers (referred to as MET I in this report) was published in Since that time much has changed. In particular, the atten-tion given by the mathematics profession to the mathematical education of teachers has increased as more mathematicians and statisticians have taken increasingly ac-. It is also designed to marshal efforts in the mathematical sciences community to back important national initiatives to improve mathematics education and to expand professional development opportunities. The book will be an important resource for mathematics faculty and other parties involved in the mathematical education of teachers. The Mathematical Education of Teachers II may be purchased from the AMS Bookstore.. The book is volume 17 in the CBMS series “Issues in Mathematics Education,” published for CBMS by the AMS in cooperation with the MAA. (The original MET book published in is still available here.). Suggested citation for referencing this book in other publications.

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The premise of the 15 th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. Meant for the one- or two-semester course required of Education majors, MATHEMATICS FOR ELEMENTARY SCHOOL TEACHERS, 5E, supplies future teachers an entire arithmetic course designed to foster concept enchancment by means of examples, investigations, and explorations. All professional stakeholders in teacher education are addressed. They include teachers of science, mathematics, and technology, those in policy making institutions, accrediting agencies, and professional societies, as well as scientists, mathematicians, educators, and administrators inside and outside of academe. The Journal of Mathematics Teacher Education (JMTE) is devoted to research that seeks to improve the education of mathematics teachers and develop teaching methods that better enable mathematics students to learn. The journal covers all stages of the professional development of mathematics teachers and teacher-educators.

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