FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W304452023> ?p ?o ?g. }

• W304452023 endingPage "247" @default.
• W304452023 startingPage "237" @default.
• W304452023 abstract "(ProQuest Information and Learning: ... denotes formulae omitted.) INTRODUCTION How can this Abstract Algebra course help me to teach Algebra in high school? To professors of prospective mathematics teachers, this type of question has a resounding familiarity. Because these students are unclear as to the relationship between upper division mathematics courses and the high school curriculum, answering the opening question to the students' satisfaction is almost impossible. These same students rarely ask about the relevance and importance of taking Calculus and Statistics, because they believe that they may teach these courses at the high school level in the future. They view calculus and statistics as content courses that need to be learned, but do not reflect on how these courses embody the same mathematical ideas found in high school mathematics. Moreover, evidence that mathematics majors are entering the teaching profession with insufficient mathematics knowledge [1], [2] points to the further widening of the gap between teachers' undergraduate mathematics experience and their high school mathematics courses. In this paper, we describe one effort to close this gap by acquainting the prospective teachers with the NCTM Standards [7]. We provided our students with opportunities to connect undergraduate mathematics topics with certain aspects of the Standards. Our intent was to raise awareness that in studying mathematics on the lower and upper division levels, future teachers are getting practice with the very ideas that they will be conveying to their students. We begin with a brief review of the Standards, followed by detailed examples demonstrating connections between three undergraduate topics and the Standards. We then describe how we used this exercise in a methods course for mathematics education majors and include the students' suggestions for how this exercise can help in providing answers to this article's opening question. THE NCTM STANDARDS In 1989, NCTM ushered in a new vision of mathematics education through its teaching and curriculum standards [5], [6]. These documents acknowledge mathematics connections and applications, as well as the reasoning, justifying, and challenging that take place during problem solving. In the year 2000, NCTM published its updated Principles and Standards for School Mathematics [7]. For this second round, NCTM enlisted the collaborative efforts of a variety of individuals and organizations (including the Conference Board of the Mathematical Sciences) in updating and refining the ideas incorporated in the original Standards. The result is a document whose vision strives for continued improvement of mathematics education through the advancement of six principles (equity, curriculum, teaching, learning, assessment, and technology) and ten standards (five process standards and five content standards). The process standards are problem solving, reasoning and proof, communication, connections, and representation. The content standards are numbers and operations (N/O), algebra (A), geometry (G), measurement (M), and data analysis and probability (DA/P). NCTM defines a content standard as a description of the content that students should learn [7, p. 29]. For example, the number and operations standard emphasizes the development of a number sense which includes: the ability to decompose numbers naturally, use particular numbers like 100 or ½ as referents, use the relationships among arithmetic operations to solve problems, understand the base-ten number system, estimate, make sense of numbers, and recognize the relative and absolute magnitude of numbers [7, p. 32]. NCTM authors elaborate on how this development should take place as students advance from kindergarten through grade 12. The remaining content standards are similarly detailed, as well as connected to one another. Rather than repeat that information here, we have opted to acquaint the reader with each standard through our descriptions of how the standard is reflected in our list of undergraduate topics. …" @default.
• W304452023 created "2016-06-24" @default.
• W304452023 creator A5036147394 @default.
• W304452023 creator A5060223893 @default.
• W304452023 date "2006-10-01" @default.
• W304452023 modified "2023-10-16" @default.
• W304452023 title "Emphasizing the NCTM Content Standards in Undergraduate Courses for Prospective Teachers." @default.
• W304452023 hasPublicationYear "2006" @default.
• W304452023 type Work @default.
• W304452023 sameAs 304452023 @default.
• W304452023 citedByCount "0" @default.
• W304452023 crossrefType "journal-article" @default.
• W304452023 hasAuthorship W304452023A5036147394 @default.
• W304452023 hasAuthorship W304452023A5060223893 @default.
• W304452023 hasConcept C118840557 @default.
• W304452023 hasConcept C119754765 @default.
• W304452023 hasConcept C145420912 @default.
• W304452023 hasConcept C15744967 @default.
• W304452023 hasConcept C158154518 @default.
• W304452023 hasConcept C17744445 @default.
• W304452023 hasConcept C19417346 @default.
• W304452023 hasConcept C199539241 @default.
• W304452023 hasConcept C33923547 @default.
• W304452023 hasConcept C39758115 @default.
• W304452023 hasConcept C47177190 @default.
• W304452023 hasConcept C98318862 @default.
• W304452023 hasConceptScore W304452023C118840557 @default.
• W304452023 hasConceptScore W304452023C119754765 @default.
• W304452023 hasConceptScore W304452023C145420912 @default.
• W304452023 hasConceptScore W304452023C15744967 @default.
• W304452023 hasConceptScore W304452023C158154518 @default.
• W304452023 hasConceptScore W304452023C17744445 @default.
• W304452023 hasConceptScore W304452023C19417346 @default.
• W304452023 hasConceptScore W304452023C199539241 @default.
• W304452023 hasConceptScore W304452023C33923547 @default.
• W304452023 hasConceptScore W304452023C39758115 @default.
• W304452023 hasConceptScore W304452023C47177190 @default.
• W304452023 hasConceptScore W304452023C98318862 @default.
• W304452023 hasIssue "3" @default.
• W304452023 hasLocation W3044520231 @default.
• W304452023 hasOpenAccess W304452023 @default.
• W304452023 hasPrimaryLocation W3044520231 @default.
• W304452023 hasRelatedWork W114939478 @default.
• W304452023 hasRelatedWork W1495504792 @default.
• W304452023 hasRelatedWork W1747066490 @default.
• W304452023 hasRelatedWork W1974783163 @default.
• W304452023 hasRelatedWork W1981472477 @default.
• W304452023 hasRelatedWork W2105969697 @default.
• W304452023 hasRelatedWork W2120233443 @default.
• W304452023 hasRelatedWork W22409962 @default.
• W304452023 hasRelatedWork W2307152804 @default.
• W304452023 hasRelatedWork W2340543677 @default.
• W304452023 hasRelatedWork W2462234014 @default.
• W304452023 hasRelatedWork W250718526 @default.
• W304452023 hasRelatedWork W2590200351 @default.
• W304452023 hasRelatedWork W2750329092 @default.
• W304452023 hasRelatedWork W2940966717 @default.
• W304452023 hasRelatedWork W297270118 @default.
• W304452023 hasRelatedWork W315180273 @default.
• W304452023 hasRelatedWork W770106795 @default.
• W304452023 hasRelatedWork W2164472658 @default.
• W304452023 hasRelatedWork W309254893 @default.
• W304452023 hasVolume "40" @default.
• W304452023 isParatext "false" @default.
• W304452023 isRetracted "false" @default.
• W304452023 magId "304452023" @default.
• W304452023 workType "article" @default.