Colección: La Educación
Número: (119) III
Año: 1994
Conclusion
Our main objective in this paper was to show the degree of agreement on the preparation of teachers of mathematics between the professional mathematics organizations and the colleges and universities interested in teacher preparation. We briefly summarized the pertinent recommendations of the professional mathematics organizations, MAA and NCTM, and the Holmes Group, Carnegie Forum, and the teaching standards documents of NBPTS, NASDTEC, and NCATE. We found a high degree of agreement by all of the organizations on the need for the following:
To better prepare reflective practitioners, we recommend a new collaboration between college and university faculty of both mathematics and education departments. The agenda for this new collaboration should concern sharing what each faculty knows best about the preparation of teachers of mathematics and how this knowledge can best be constructed by students and teachers.
While the agreement between the professional mathematics organizations and the others interested in teacher preparation is high, the challenge is to actually implement the proposed calls for reform. In so doing, these new visions of mathematics teacher education might then become a reality in which we indeed “teach teachers as we would have them teach” (Steen 21).
Our main objective in this paper was to show the degree of agreement on the preparation of teachers of mathematics between the professional mathematics organizations and the colleges and universities interested in teacher preparation. We briefly summarized the pertinent recommendations of the professional mathematics organizations, MAA and NCTM, and the Holmes Group, Carnegie Forum, and the teaching standards documents of NBPTS, NASDTEC, and NCATE. We found a high degree of agreement by all of the organizations on the need for the following:
- a command of both subject knowledge and teaching knowledge;
- the development of reflective practitioners; and
- increased collaboration and cooperation between faculty of colleges or schools of education and mathematics departments.
To better prepare reflective practitioners, we recommend a new collaboration between college and university faculty of both mathematics and education departments. The agenda for this new collaboration should concern sharing what each faculty knows best about the preparation of teachers of mathematics and how this knowledge can best be constructed by students and teachers.
While the agreement between the professional mathematics organizations and the others interested in teacher preparation is high, the challenge is to actually implement the proposed calls for reform. In so doing, these new visions of mathematics teacher education might then become a reality in which we indeed “teach teachers as we would have them teach” (Steen 21).
[INDEX]
[SUMMARY]
[INTRODUCTION]
[PURPOSE]
[MAA'S
A CALL FOR CHANGE] [NCTM'S
PROFESSIONAL TEACHING STANDARDS] [COMPARISON
OF RECOMMENDATIONS AND STANDARDS] [CONCLUSION] [RESUMEN]
[RÉSUMÉ]
[RESUMO]
[REFERENCES]