Analysis of Mathematics Methods Courses

Analysis of Mathematics Methods Courses : Analysis of Mathematics Methods Courses Mark Taylor, University of Tennessee Bob Ronau, University of Louisville

Preliminary Questions : Preliminary Questions What are the goals and design principles for the pedagogical preparation of prospective mathematics teachers necessary to help prospective mathematics teachers learn to implement their craft with efficiency and effectiveness and to help teacher educators prepare their students for today’s mathematics classrooms? How do outside pressures such as NCATE, State Standards, or School priorities help or interfere with these goals?

Overarching Question : Overarching Question As a mathematics education community, how are we going to move toward a common vision, a common set of understandings, and a common language that enables us to develop a system for sharing experiences and engage in collaborative research across institutions and programs?

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CONJECTURE : CONJECTURE Mathematics methods instructors might find some agreement that the main purposes of mathematics methods courses revolve around PCK with some interest in professionalism/leadership and content knowledge. The remainder of the course goals may be more driven by programmatic and external requirements (NCATE/State guidelines, …) than by the instructor’s priorities as informed by a presumed set of common knowledge and understandings in the field.