Teaching Mathematics in Grades 6 − 12: Developing Research-Based Instructional Practices will provide prospective teachers mathematics in grades 6 − 12 with guidance on what to cover in secondary mathematics courses and how to cover those topics. The text is based on the premise that engaging prospective teachers in the study of students’ mathematical thinking is a powerful and under-utilized strategy for secondary teacher education. The six chapters in Part I of the text provides an induction to the field of mathematics education. The five chapters in Part II describe how students think about mathematical concepts. Borrowing an organizational strategy from the Common Core State Standards, standards documents of the National Council of Teachers of Mathematics, and standards documents of many states, each of chapters in this part is devoted to a specific mathematics content strand.
Key Psychological Ideas and Research Findings in Mathematics Education
The previous chapter began with the observation that a great deal of mathematics education research has been done over the past few decades. The TIMSS was then given as an example of a large-scale, international research study. The TIMSS, however, is just one of many studies that have helped shape the field. This chapter will offer a sense of other influential ideas and findings, focusing primarily on research that deals with the psychology of mathematics education—that is, theories and findings concerning the teaching and learning of mathematics. The goal is to give an overview of some of the most influential and useful ideas in mathematics education research ...