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.
Chapter 6: Becoming a Professional Mathematics Teacher
Becoming a Professional Mathematics Teacher
Is teaching a profession? You may be surprised to find out that many believe it is not. The National Council of Teachers of Mathematics (NCTM; 2007) stated,
At the present time, teaching as a profession does not receive the public support and esteem that it deserves. Teachers often find themselves in positions in which decisions that have great impact on their ability to teach are being made by persons who do not have the expertise that teachers have gained through their education and experience. Yet the teachers, not the decision makers, are held accountable to the public for the mathematics proficiency of their students. (p. 183)
Autonomy regarding decisions that influence practice is one of the widely ...