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Improving Teacher Knowledge in K-12 Schooling

Perspectives on STEM Learning

  • Book
  • © 2018

Overview

Authors:
  1. Xiaoxia A. Newton

    1. College of Education, University of Massachusetts, Lowell, MA, USA

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  • Includes extensive qualitative analyses of classroom mathematics teaching and learning

  • Illustrates the impact of the No Child Left Behind (NCLB) Act on the accountability system

  • Proposes a set of solutions for improving mathematical understanding among teachers across the country

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xvii
    Download chapter PDF

  2. Introduction

    • Xiaoxia A. Newton
    Pages 1-14

  3. K-12 Mathematical Learning Experiences

    • Xiaoxia A. Newton
    Pages 15-54

  4. Teachers’ and Math Coaches’ Understanding of Basic Mathematical Ideas

    • Xiaoxia A. Newton
    Pages 55-73

  5. Undergraduate STEM Majors’ Understanding of Slope

    • Xiaoxia A. Newton
    Pages 75-100

  6. Opportunities for Teachers to Learn Mathematics Through Professional Development and Instructional Tools

    • Xiaoxia A. Newton
    Pages 101-131

  7. Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like?

    • Xiaoxia A. Newton
    Pages 133-180

  8. Placing Mathematics Teachers’ Content Training in the Broader Context in the USA

    • Xiaoxia A. Newton
    Pages 181-191

  9. Back Matter

    Pages 193-198
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Keywords

About this book

This volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms. These components consist of teachers’ own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improve these system components as a whole and recognize the importance of teaching future mathematics teachers explicitly and rigorously the topics they are expected to teach, teachers will continue to recycle a body of incoherent and incomprehensible mathematical knowledge to their students, because these are the only types of mathematical knowledge they have at their disposal, both in terms of what they themselves have learned as K-12 students and in terms of the mathematical resources available to them, including the textbooks they rely on to teach as mathematics teachers.

Reviews

“This book is a timely and welcome exposition of the key issues involved in teaching school mathematics effectively and a convincing reminder that teachers' mathematical content knowledge will be foundational to better student learning.” (Hung-Hsi Wu, Emeritus Professor of Mathematics, University of California at Berkeley, USA)

Authors and Affiliations

  • College of Education, University of Massachusetts, Lowell, MA, USA

    Xiaoxia A. Newton

About the author

Xiaoxia A. Newton is Associate Professor in the Graduate School of Education, University of Massachusetts Lowell, USA.

Bibliographic Information

  • Book Title: Improving Teacher Knowledge in K-12 Schooling

  • Book Subtitle: Perspectives on STEM Learning

  • Authors: Xiaoxia A. Newton

  • DOI: https://doi.org/10.1007/978-3-319-71207-9

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018

  • Hardcover ISBN: 978-3-319-71206-2Published: 23 March 2018

  • Softcover ISBN: 978-3-030-10026-1Published: 22 December 2018

  • eBook ISBN: 978-3-319-71207-9Published: 15 March 2018

  • Edition Number: 1

  • Number of Pages: XVII, 198

  • Number of Illustrations: 29 b/w illustrations

  • Topics: Teaching and Teacher Education, Learning & Instruction, Schools and Schooling

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