id: 05313140
dt: j
an: 2008e.00155
au: Lutz, P. Michael; Berglund, Jorgen
ti: Using NSF-funded middle school materials in a university mathematics
content course.
so: Teach. Child. Math. 13, No. 6, 342-347 (2007).
py: 2007
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D39 B50
ut: preservice teacher education; educational media; subject content knowledge;
research; lesson planning
ci:
li:
ab: From the introduction: As mathematics teacher educators, we grapple with
determining the depth of mathematical knowledge required of prospective
elementary school teachers in our mathematical content courses. We
struggle with identifying the mathematics appropriate for these courses
as well as making the mathematics relevant for these teachers. If these
classes are housed in a department of mathematics, as ours are, this
discussion must take into account the expectations of our departmental
colleagues. We examined these issues in spring 2001, when we were asked
to redesign a mathematics content course for preservice elementary
school teachers. In this article, we describe some of our experiences,
including our decision to use middle school mathematics curricular
materials as the primary textbooks.
rv: