Teacher knowledge and practice in middle grades mathematics / / Gerald Kulm.

• VerfasserIn: Kulm, Gerald,
• Place / Publishing House: Rotterdam ;, Taipei : : Sense Publishers,, [2008]; ©2008
• Year of Publication: 2008
• Language: English
• Physical Description: 1 online resource
• Notes: Bibliographic Level Mode of Issuance: Monograph

This book presents a coherent collection of research studies on teacher knowledge and its relation to instruction and learning in middle-grades mathematics. The authors provide comprehensive literature reviews on specific components of mathematics knowledge for teaching that have been found to be important for effective instruction. Based on the analysis of video data collected over a six-year project, the chapters present new and accessible research on the learning of fractions, early concepts of algebra, and basic statistics and probability. The three sections of the book contain chapters that address research on the development of mathematics knowledge for teaching at the undergraduate level, instructional practices of middle-grades teachers, and the implications of teacher knowledge of mathematics for student learning. The chapters are written by members of a research team led by the Editor that has been working for the past six years to develop practical and useful theories and findings on variables that affect teaching and learning of middle grades mathematics. Mathematics knowledge for teaching is a topic of great current interest. This book is a valuable resource for mathematics education researchers, graduate students, and teacher educators. In addition, professional developers and school district supervisor and curriculum leaders will find the concrete examples of effective teaching strategies useful for teacher workshops.

Table of Contents

Preliminary Material / Gerald Kulm -- A Theoretical Framework for Mathematics Knowledge in Teaching Middle Grades / Gerald Kulm -- Mathematics Knowledge for Teaching: The Case of Preservice Teachers / Margaret J. Mohr -- Prospective Teacher Knowledge of Linear Functions / Zhixia You and Gerald Kulm -- Preservice Teacher Knowledge and Understanding of Probability and Statistics / Tamara A. Carter -- Development of Content and Pedagogical Knowledge for Teaching Mathematics: A Case Study of Seven Middle-Grade Student Teachers / Diana L. Piccolo -- The Professional Development of Knowledge and Classroom Use of Representations / Zhonghe Wu and Shuhua An -- Instructional Representation Structures for Teaching Fractions in Middle School / Ye Sun -- Teacher Knowledge Necessary to Address Student Errors and Difficulties about Equivalent Fractions / Meixia Ding -- Teacher Use of Manipulatives to Enhance Student Algebraic Understanding / Amanda Ross -- The Effects of Types, Quantity, and Quality of Teacher Questions on Student Achievement / Alpaslan Sahin -- Difficulties in Mathematics Learning: Why Some Misconceptions Are So Resistant to Change / Xiaobao Li -- Teacher Discourse in Mathematics: A Case Study / Adam P. Harbaugh -- Textbook Use and Student Learning of Number and Algebra Ideas in Middle Grades / Gerald Kulm and Robert M. Capraro -- Teacher’s Role in Developing Representational Fluency in Middle Grades / Robert M. Capraro and Z. Ebrar Yetkiner -- Looking into Middle School Mathematics Classrooms / Mary Margaret Capraro , Stephanie Fisseler , Danielle Kotara , A. Chavez Fabiola-Rangel , Stacey English , Emilie Grimi and Shirley Matteson.