Publication Date
2004
Abstract
In this paper, we consider some issues surrounding the teaching of mathematics to pre-service teachers. In particular. we look at the possibilities for teaching elementary mathematics from an advanced standpoint and alignments of curriculum that have the capacity to enhance student involvement in the making of the mathematics.The particulars of the James Madison University curriculum are used to illustrate many of the points.
Volume
7
Issue
1
First Page
109
Last Page
121
Rights
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
DOI
https://doi.org/10.25891/XWEA-YP32
Recommended Citation
Parker, G. E.
(2004)
"Aligning Mathematics Curriculum to Create Potential for Active Learning in Pre-K Through Eighth Grade Teacher Education,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 7:
No.
1, Article 16.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol7/iss1/16
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
