In Principles and Standards for School Mathematics (NCTM 2000), the authors describe a vision for school mathematics in which “all students have access to high-quality, engaging mathematics instruction” (p. 3). Students deserve teachers who are knowledgeable about mathematical content, who understand and use a variety of teaching strategies appropriately, who can effectively integrate technology into classroom learning, and who continually progress as professionals. But what kinds of experiences lead to such professionalism?

Contributor Notes

Kady Schneiter, kady.schneiter@gmail.com, and Brynja R. Kohler, brynja.kohler@usu.edu, are colleagues at Utah State University in Logan. Their interests include teacher education and using technology to foster mathematical learning.

Brandon J. Watts, brandon.watts@canyonsdistrict.org, teaches mathematics at Alta High School in Sandy, Utah. Mark Schmelter; Dave Wind; Randy Watts

(Corresponding author is Schneiter kady.schneiter@gmail.com)(Corresponding author is Watts brandon.watts@canyonsdistrict.org)
The Mathematics Teacher

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