Intellectual Engagement and Other Principles of Mathematics Instruction

Author:
Blake E. Peterson
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Douglas L. Corey
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Benjamin M. Lewis
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Jared Bukarau
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Volume/Issue:
Volume 106: Issue 6
Page(s):
446–450
DOI:
https://doi.org/10.5951/mathteacher.106.6.0446
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Subjects:
Grade(s) or Audience, Teacher:Early Career, Grades 9-12, Ninth, Tenth, Eleventh, Twelfth, Math Topic, Other Topic, Equity, Diversity/Culture, Professional Development / Teacher Training

What can American teachers learn about high-quality mathematics instruction from the Japanese teacher education process?

Contributor Notes

Blake E. Peterson, blake@byu.edu, and Douglas L. Corey, corey@mathed.byu.edu, are mathematics education professors at Brigham Young University in Provo, Utah. Peterson's research interests are mathematics teacher education in Japan and the mathematical conversations between student teachers and cooperating teachers. Corey's research focuses on understanding what constitutes high-quality mathematics instruction from elementary school to college.

Benjamin M. Lewis, ben.merrill.lewis@gmail.com, is a Department of Defense Dependents Schools high school mathematics teacher in Yokosuka, Japan. His interests include effective integration of technology in education, helping English language learners, and improving himself as a teacher.

Jared Bukarau, jbukarau@gmail.com, a graduate student of mathematics education at Brigham Young University, is researching the type of mathematical knowledge expected of Japanese teachers to teach mathematics well.

(Corresponding author is Peterson blake@byu.edu)
(Corresponding author is Corey corey@mathed.byu.edu)
(Corresponding author is Lewis ben.merrill.lewis@gmail.com)
(Corresponding author is Bukarau jbukarau@gmail.com)
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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2013
Page Count:
5
Article Category:
Research Article
Print Publication Date:
01 Feb 2013
Online Publication Date:
Feb 2013
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