[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597454-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597454-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","elementary-mathematics-teacher-preparation-in-an-era-of-reform-the-development-and-assessment-of-mathematics-for-teaching","Elementary Mathematics Teacher Preparation in an Era of Reform - The Development and Assessment of Mathematics for Teaching","","Elementary Mathematics Teacher Preparation in an Era of Reform examines mathematics knowledge of elementary teachers as part of the emerging field of “mathematics for teaching.” A one-year pre-service program is studied across three cohorts using pre-test/post-test surveys of procedural and conceptual teacher knowledge. Post-test interviews with 22 participants explore beliefs about mathematics. Findings show initial weakness in conceptual understanding, with a methods course improving understanding only to a minimally acceptable level. Subsequent program changes, including optional coursework and a high-stakes examination, show some promise.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/elementary-mathematics-teacher-preparation-in-an-era-of-reform-the-development-and-assessment-of-mathematics-for-teaching/597454/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/elementary-mathematics-teacher-preparation-in-an-era-of-reform-the-development-and-assessment-of-mathematics-for-teaching/597454.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the paper focus on regarding elementary teachers’ knowledge?","Question",{"text":63,"@type":64},"It focuses on teachers’ specialized mathematics knowledge needed for teaching, within the emerging field of mathematics for teaching.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the pre-service teachers evaluated in the study?",{"text":68,"@type":64},"The study used pre-test/post-test surveys to assess procedural and conceptual knowledge, and post-test interviews with 22 participants to examine beliefs about mathematics.",{"name":70,"@type":61,"acceptedAnswer":71},"What effect did the mathematics methods course have?",{"text":72,"@type":64},"It significantly improved pre-service teachers’ understanding but only to a minimally acceptable level, based on the study’s findings.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597454,1792191437,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Elementary Mathematics Teacher Preparation in an Era of Reform: The Development and Assessment of Mathematics for Teaching  \nAnn Kajander Lakehead University  \nTeachers’ understanding of the elementary school mathematics curriculum forms part, but not all, of the newly emerged field of mathematics for teaching, a term that describes the specialised mathematics knowledge of teachers. Pre‐service teachers from a one‐year teacher preparation program were studied in each of three years, using a pre‐test/post‐test survey of procedural and conceptual knowledge of mathem‐ atics required by elemtary teachers . Beliefs about mathematics were also examined through post‐test interviews of 22 of the participants from one of the cohorts. Each cohort of teacher‐candidates was consistently found to be initially weak in conceptual understanding of basic mathematics concepts as needed for teaching. The pre‐service methods course, which included a strong focus on specialised mathematical concepts, significantly improved pre‐service teachers’ understandings, but only to a minimally acceptable level. Program changes, such as extra optional course in mathematics for teaching, together with a mandatory high‐stakes examination in mathematics for teaching at the end of the methods course, have been subsequently implemented and show some promise.  \nKeywords: mathematics teacher education, pre‐service teacher education, teacher mathematics knowledge, conceptual knowledge, teacher preparation, mathematics for teaching  \nCANADIAN JOURNAL OF EDUCATION 33, 1 (2010): 228‐255 ©2010 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nLa compréhension qu’ont les enseignants du curriculum de mathématiques au pri‐ maire fait partie d’un nouveau domaine de recherche – les mathématiques en prati‐ que d’enseignement – axé sur les notions mathématiques spécialisées dont les ensei‐ gnants ont besoin. Des étudiants en pédagogie inscrits dans un programme de forma‐ tion à l’enseignement d’un an pour le primaire ont fait l’objet d’une étude sur trois ans à l’aide d’une enquête pré‐test et post‐test portant sur leurs connaissances des méthodes et concepts liés aux mathématiques au primaire. Les croyances d’une ving‐ taine des participants au sujet des mathématiques ont également été analysées à l’aided’entrevues post‐test. L’auteure a constaté qu’au départ la compréhension des concepts mathématiques pour enseigner au primaire était faible dans chaque cohorteenseignant‐étudiants. Le cours de méthodologie, fortement axé sur des notions ma‐ thématiques spécialisées, a amélioré nettement la compréhension des étudiants, maisseulement à un niveau tout juste acceptable. Des changements ont été par la suite apportés au programme, comme un choix plus vaste de cours optionnels de mathé‐ matiques en pratique d’enseignement et l’ajout d’un examen de mathématiques en pratique d’enseignement obligatoire et à enjeux élevés à la fin du cours de méthodo‐ logie. Ces changements semblent prometteurs.  \nMots clés : formation à l’enseignement des mathématiques, formation à l’enseignement, connaissances mathématiques de l’enseignant, connaissance concep‐ tuelle, mathématiques en pratique d’enseignement  \nA wave of curricular changes in elementary school mathematics teach‐ ing, both in Canada and the United States, has been more or less influ‐ enced by the research described in the revised Principles and Standards for School Mathematics document re‐released in 2000 by the National Council of Teachers of Mathematics (National Council of Teachers of Mathem‐ atics [NCTM], 2000) . In Ontario, for example, changes to the curriculum were released in 1997, with the most recent and current version emerg‐ ing some years later (Ontario Ministry of Education, 2005) . The Ontario curriculum, which is often referred to as a Standards‐based or reform‐based curriculum, reflects the five content strands described in the NCTM’s Standards document; this recent curriculu","cbCaitlnnIa9OGBD","https://ap.wps.com/l/cbCaitlnnIa9OGBD","pdf",326990,28,"English","# Introduction\n## Mathematics for teaching and curriculum reform context\n## Teachers’ knowledge and implications for pre-service programs","[{\"question\":\"What does the paper focus on regarding elementary teachers’ knowledge?\",\"answer\":\"It focuses on teachers’ specialized mathematics knowledge needed for teaching, within the emerging field of mathematics for teaching.\"},{\"question\":\"How were the pre-service teachers evaluated in the study?\",\"answer\":\"The study used pre-test/post-test surveys to assess procedural and conceptual knowledge, and post-test interviews with 22 participants to examine beliefs about mathematics.\"},{\"question\":\"What effect did the mathematics methods course have?\",\"answer\":\"It significantly improved pre-service teachers’ understanding but only to a minimally acceptable level, based on the study’s findings.\"}]","Elementary Mathematics Teacher Preparation in an Era of Reform - The Development and Assessment of Mathematics for Teaching | PDF",1792085043,71]