Document Type

Conference Proceeding

Language

eng

Publication Date

2012

Publisher

Western Michigan University

Source Publication

Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Source ISSN

978-0-615-69792-5

Abstract

Algebra has long been considered the foundation for higher-level mathematics and a gatekeeper for postsecondary opportunities. In recent decades, increasing enrollments in algebra have placed additional demands on algebra teachers for reaching a more diverse population of students. With the 2010 release and adoption of the Common Core State Standards for Mathematics (CCSSM) by all but a few states, questions arise regarding preparing teachers to teach the standards and practices described in CCSSM. In this paper, we describe the processes used to develop frameworks to study opportunities provided by secondary teacher preparation programs to learn about algebra, algebra teaching, achieving equity in algebra learning, and the algebra, functions, and modeling standards and mathematical practices described in CCSSM. In particular, we discuss opportunities and challenges encountered in our work.

Comments

Published version. Published as part of Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education 2012: 1186-1189. © 2012 The Authors. Publisher link. Used with permission.

Hyunyi Jung was affiliated with Purdue University at the time of publication.

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