MAT

eric.ed.gov har udgivet: Many people feel mathematics education in the U.S. is in need of improvement. Fennema and Franke (1992) note that teachers’ knowledge (or lack thereof) is often associated with poor instruction and thus, low student achievement on instruments which measure mathematical aptitude. For this reason, universities across the country have become mathematical and pedagogical (re)-training grounds for future, novice, and even experienced teachers. Fennema et al. (1996) indicate that the object of many professional development programs is to instill in teachers the kind of knowledge which will enable them to modify their own teaching so that students understand mathematics in a more meaningful way. But these authors also note that there is little agreement and even less evidence pointing to what specific knowledge is actually needed by teachers… Continue Reading →