Professional development for middle school mathematics teachers to help them respond to NCTM standards. (National Council of Teachers of ... An article from: Journal of Teacher Education
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This digital document is an article from Journal of Teacher Education, published by Corwin Press, Inc. on September 1, 1998. The length of the article is 5379 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From ...
MoreThis digital document is an article from Journal of Teacher Education, published by Corwin Press, Inc. on September 1, 1998. The length of the article is 5379 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: In 1994, middle school mathematics teachers in Columbia, South Carolina, responded to a questionnaire to determine their professional-development needs. Results showed that the teachers felt growing discomfort with the mathematics they were being asked to teach, much of which had been traditionally at the high school level, and wanted help in implementing new techniques of instruction and materials. After discussing these needs, members of my department decided to offer a series of graduate courses to middle school mathematics teachers lacking secondary certification (Hopkins, 1995). The courses would address these needs and help teachers develop attitudes and strategies for dealing effectively with changes resulting from the National Council of Teachers of Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) Standards, hereafter referred to as the Standards. In this article, I describe the professional development program that was developed and focus on a research study assessing how the program helped teachers develop attitudes to respond effectively to the changes implied by the Standards.
Citation Details
Title: Professional development for middle school mathematics teachers to help them respond to NCTM standards. (National Council of Teachers of Mathematics)(Teacher Educators and Teachers as Researchers)
Author: Lucy Carpenter Snead
Publication: Journal of Teacher Education (Refereed)
Date: September 1, 1998
Publisher: Corwin Press, Inc.
Volume: v49 Issue: n4 Page: p287(9)
Distributed by Thomson Gale
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