Rowman & Littlefield Publishers The Language of Mathematics: How the Teacher's Knowledge of Mathematics Affects Instruction

The Language of Mathematics: How the Teacher's Knowledge of Mathematics Affects Instruction introduces the reader to a collection of thoughtful works by authors that represent current thinking about mathematics teacher preparation. The book provides the reader with current and relevant knowledge concerning preparation of mathematics teachers. The complexity of teaching mathematics is undeniable and all too often ignored in the preparation of teachers with substantive mathematical content knowledge and mathematical teaching knowledge. That said, this book has a focus on the substantive knowledge and the relevant pedagogy required for preparing teachings to enter classrooms to teach mathematics in K-12 school settings. Each chapter focuses on the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. Chapter One opens the book with a focus on the language and knowledge of mathematics teaching. The authors of Chapters Two-Nine present field-based research that examines the complexities of content and pedagogical knowledge as well as knowledge for teaching. Each chapter offers the reader an examination of mathematics teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as providing the findings and conclusions drawn with respect to mathematics teacher preparation and practice. Finally, Chapter 10 presents an epilogue that focuses on the future of mathematics teacher preparation. Review The Language of Mathematics: How the Teacher's Knowledge of Mathematics Affects Instruction is timely and important. Research reported in the book sheds light on the knowledge needed to teach mathematics in ways that motivate and foster positive attitudes toward mathematics. The book may serve as a resource for mathematics teacher preparation courses.--Dr. James A. Telese, Professor of Mathematics Education, Department of Teaching and Learning, The University of Texas Rio Grande Valley Drawing on multiple quantitative and qualitative research methods, this collection of essays regarding in-service teacher training provides valuable information to many different stakeholders in mathematics education. Math educators at all levels will find value in the overarching framework that summarizes mathematical knowledge for teaching. Moreover, courses on math methods will benefit from the discussions on the role of teachers in promoting positive dispositions toward math, reducing math anxiety, and combating apathy toward the subject by demonstrating the utility of mathematics. The needs of in-service teachers are also addressed through sections on content-focused professional development as a means of driving instructional change in the classroom. Throughout the volume, the importance of a rich understanding of math is evident, from both mathematicians' and teachers' points of view. This book is well suited for math educators at two- and four-year universities and for those who mentor pre-service or in-service teachers. Summing Up: Recommended. Lower-division undergraduates through faculty.--CHOICE The Language of Mathematics presents studies on the types of knowledge and dispositions that mathematics teachers need to be effective. The authors offer various perspectives on preparing future mathematics teachers to address both what and how students are learning.--Kadian M. Callahan, Assistant Dean for Faculty and Student Success, Associate Professor of Mathematics Education, College of Science and Mathematics, Kennesaw State University About the Author Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.