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Additional info for Improving Mathematics Education: Resources for Decision Making (Compass series)

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WHAT PREPARATION AND SUPPORT DO TEACHERS NEED? ' It is hard to imagine that students in these classes are gaining the conceptual and problem-solving skills they need to function effectively as workers and citizens in today's world” (p. 21). This scenario is contrasted with the following vision of high-quality teaching (p. 22): • High-quality teaching requires that teachers have a deep knowledge of subject matter. • The ability to teach, contrary to myth, is not “something you're born with”; it can be learned and refined over time…through training, mentoring, collaboration with peers, and practice.

WHAT MUST CHANGE? • 39 Work together to devise a research-based plan for changing and aligning curriculum, instruction, and assessments to raise standards and levels of achievement. • Bring school board members, administrators, and teachers together to use the summaries of current levels of achievement, curriculum organization, and teaching practice found in Sections 3 and 4 of Every Child Mathematically Proficient to initiate discussions, stimulate consideration of changes, and frame locally appropriate initiatives.

Please use the print version of this publication as the authoritative version for attribution. WHAT PREPARATION AND SUPPORT DO TEACHERS NEED? 26 and power. Mathematicians are particularly qualified to teach mathematics in the connected, sense-making way that teachers need. For maximum effectiveness, the design of this instruction requires collaboration between mathematicians and mathematics educators and close connections with classroom practice, (p. xi) These themes are played out in three sets of recommendations for mathematical content for elementary, middle, and high school teachers.

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