Beliefs professionalism in mathematics education: Unproductive Productive Beliefs Current Beliefs Action to Take Beliefs Teachers arrive from Developing expertise as teacher preparation a mathematics teacher programs prepared to is a career-long process. be effective teachers. The knowledge base of effective mathematics teaching and learning is continually expanding. A deep understanding Teachers of of mathematics content mathematics continue is sufficient for effective to learn throughout teaching. their careers in the areas of mathematical knowledge for teaching, mathematical pedagogical knowledge, and knowledge of students as learners of mathematics. Effective teachers can Teachers who work autonomously and collaborate with in isolation. As long as colleagues inside and the students in one’s outside their school are own classroom are more effective. All successful, all is well. mathematics teachers are collectively responsible for student learning, the improvement of the professional knowledge base, and everyone’s effectiveness. Instructional coaching is All professionals, even unnecessary and a experienced teachers, luxury in a school’s can benefit from budget. However, content-focused novice teachers might instructional coaching. benefit from some general coaching support. Teachers should be in A priority for schools direct contact with and districts is to students for all or establish regular content-focused
Beliefs professionalism in mathematics education: Unproductive Beliefs Productive Beliefs Current Beliefs Action to Take Teachers arrive from teacher preparation programs prepared to be effective teachers. Developing expertise as a mathematics teacher is a career-long process. The knowledge base of effective mathematics teaching and learning is continually expanding. A deep understanding of mathematics content is sufficient for effective teaching. Teachers of mathematics continue to learn throughout their careers in the areas of mathematical knowledge for teaching, mathematical pedagogical knowledge, and knowledge of students as learners of mathematics. Effective teachers can work autonomously and in isolation. As long as the students in one’s own classroom are successful, all is well. Teachers who collaborate with colleagues inside and outside their school are more effective. All mathematics teachers are collectively responsible for student learning, the improvement of the professional knowledge base, and everyone’s effectiveness. Instructional coaching is unnecessary and a luxury in a school’s budget. However, novice teachers might benefit from some general coaching support. All professionals, even experienced teachers, can benefit from content-focused instructional coaching. Teachers should be in direct contact with students for all or A priority for schools and districts is to establish regular content-focused
Teaching%20and%20Learning%20Mathematics%20beliefs.docx