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Perspectives On Deepening Teachers’ Mathematics Content Knowledge: The Case Of The Oregon Mathematics Leadership Institute, Libby Knott, Martha Vancleave
Perspectives On Deepening Teachers’ Mathematics Content Knowledge: The Case Of The Oregon Mathematics Leadership Institute, Libby Knott, Martha Vancleave
Faculty Publications
The Oregon Mathematics Leadership Institute (OMLI) project served 180 Oregon teachers, and 90 administrators, across the K-12 grades from ten partner districts. OMLI offered a residential, three-week summer institute. Over the course of three consecutive summers, teachers were immersed in a total of six mathematics content classes– Algebra, Data & Chance, Discrete Mathematics, Geometry, Measurement & Change, and Number & Operations—along with an annual collegial leadership course. Each content class was designed and taught by a team of expert faculty from universities, community colleges, and K-12 districts. Each team chose a few “big ideas” on which to focus the course. …
Providing Preservice Teachers With Worthwhile Field-Based Experiences In Mathematics, Glenn Nelson
Providing Preservice Teachers With Worthwhile Field-Based Experiences In Mathematics, Glenn Nelson
Faculty Publications
Providing preservice teachers with worthwhile field-based experiences is recognized as an important component in their development as good teachers. Because mathematics instruction in general has moved from a teacher-directed, procedurally-focused process to a more student-centered, conceptually-oriented approach, preservice mathematics education classes – especially methods courses - should reflect this shift as well. Field-based opportunities can be instances for preservice teachers to personally experience such a shift to real-world relevance.