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003 DE-He213
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020 _a9783030210175
024 7 _a10.1007/978-3-030-21017-5
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
245 1 0 _aTransforming Mathematics Teacher Education
_h[electronic resource] :
_bAn Equity-Based Approach /
_cedited by Tonya Gau Bartell, Corey Drake, Amy Roth McDuffie, Julia M. Aguirre, Erin E. Turner, Mary Q. Foote.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aXVII, 181 p. 13 illus., 4 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. The Story of the Teachers Empowered to Advance Change in Mathematics Project: Theoretical and Conceptual Foundations -- Chapter 2. Teachers Empowered to Advance Change in Mathematics: Modules for preK-8 Mathematics Methods Courses -- Chapter 3. Preparing to Use the Teachers Empowered to Advance Change in Mathematics Modules: Considerations for Mathematics Teacher Educators -- Chapter 4. Crafting Entry Points for Learning about Children’s Funds of Knowledge: Scaffolding the Community Mathematics Exploration Module for Prospective Teachers -- Chapter 5. Supporting Prospective Urban Teachers to Access Children’s Multiple Mathematical Knowledge Bases: Community Mathematics Explorations 55 -- Chapter 6. Prospective Teachers’ Reflections across the Community Mathematics Exploration Module -- Chapter 7. From Community Exploration to Social Justice Mathematics: How do Mathematics Teacher Educators Guide Prospective Teachers to Make the Move? -- Chapter 8. Focusing the Video Lenses Tool to Build Deeper Understandings of Early Childhood Contexts -- Chapter 9. Integrating Curriculum and Community Spaces -- Chapter 10. Reflecting Back to Move Forward: Using a Mathematics Autobiography to Open Humanizing Learning Spaces for Prospective Mathematics Teachers -- Chapter 11. Preparing Prospective Elementary Mathematics Teachers to Critically Engage in Elementary Mathematics Methods -- Chapter 12. Our Linguistic and Cultural Resources: The Experiences of Bilingual Prospective Teachers with Mathematics Autobiographies 161.
520 _aThis book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
650 0 _aMathematics—Study and teaching .
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aTeaching.
650 0 _aEducational sociology.
650 1 4 _aMathematics Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O25000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aEthnicity in Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O49000
700 1 _aBartell, Tonya Gau.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aDrake, Corey.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aMcDuffie, Amy Roth.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aAguirre, Julia M.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aTurner, Erin E.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aFoote, Mary Q.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030210168
776 0 8 _iPrinted edition:
_z9783030210182
776 0 8 _iPrinted edition:
_z9783030210199
856 4 0 _uhttps://doi.org/10.1007/978-3-030-21017-5
942 _2ddc
_cEBOOK