Rowman & Littlefield Publishers

Pages: 220
•
Trim: 6⅜ x 9

978-1-4758-5479-4 • Hardback • February 2020 • $70.00 • (£54.00)

978-1-4758-5480-0 • Paperback • January 2020 • $35.00 • (£27.00)

978-1-4758-5481-7 • eBook • February 2020 • $33.00 • (£25.00)

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.

TABLE OF CONTENTS

Preface

Acknowledgements

Chapter 1. Understanding the Language and Knowledge of Mathematics: Preparing Mathematics Teachers of Substantive Knowledge

Patrick M. Jenlink

Chapter 2. Cultivating Dispositions for Teaching and Learning Elementary Mathematics

Michelle C. Hughes

Chapter 3. Preservice Elementary Education Majors’ Attitudes about Mathematics: A Semantic Differential

Carmen M. Latterell and Janelle L. Wilson

Chapter 4. Addressing Math Phobia at its Source: A Case Study

Melinda (Mindy) Eichhorn and Courtney Lacson

Chapter 5. A Teacher’s Perspective of Quantitative Literacy in Middle School Mathematics

Heather Crawford-Ferre and Diana L. Moss

Chapter 6. Something Doesn’t Add Up: Math Teachers and Student-centered Pedagogy

David Nurenberg and Se-Ah Kwon Siegel

Chapter 7. A Phenomenological Study: Incorporating the History of Mathematics from the Perspectives of Teachers

Sinem Sozen Ozdogan, Didem Akyuz and Erdinc Cakiroglu

Chapter 8. Professional Development to Support the Learning and Teaching of Geometry: Examining the Impact on Teacher Knowledge, Instructional Practice, and Student Learning in Two Contexts

Jennifer K. Jacobs, Karen Koellner, Nanette Seago, Helen Garnier, and Chao Wang

Chapter 9. Complex Adaptive Model of Algebra Professional Development

Sarah Smitherman Pratt and Colleen McLean Eddy

Chapter 10. Epilogue: Looking Toward the Future of Mathematics Teacher Preparation

Patrick M. Jenlink

About the Editor and Authors
Drawing on multiple quantitative and qualitative research methods, this collection of essays regarding in-service teacher training provides valuable information to many different stakeholders in mathematics education. Math educators at all levels will find value in the overarching framework that summarizes mathematical knowledge for teaching. Moreover, courses on math methods will benefit from the discussions on the role of teachers in promoting positive dispositions toward math, reducing math anxiety, and combating apathy toward the subject by demonstrating the utility of mathematics. The needs of in-service teachers are also addressed through sections on content-focused professional development as a means of driving instructional change in the classroom. Throughout the volume, the importance of a rich understanding of math is evident, from both mathematicians' and teachers' points of view. This book is well suited for math educators at two- and four-year universities and for those who mentor pre-service or in-service teachers. Summing Up: Recommended. Lower-division undergraduates through faculty.

**— ****CHOICE**

The Language of Mathematics presents studies on the types of knowledge and dispositions that mathematics teachers need to be effective. The authors offer various perspectives on preparing future mathematics teachers to address both what and how students are learning.**— ****Kadian M. Callahan, Assistant Dean for Faculty and Student Success, Associate Professor of Mathematics Education, College of Science and Mathematics, Kennesaw State University**

The Language of Mathematics: How the Teacher’s Knowledge of Mathematics Affects Instruction gives its readers effective, research-based strategies stated in voices from the field. It demonstrates the complexity of math learning and teaching, especially how technical components can be intricately connected with psychological processes. This book is an excellent tool for fostering dialogic inquiry among future teachers, teacher educators, and content specialists.**— ****Rui Kang, Professor of Teacher Education, College of Education, Georgia College and State University**

The Language of Mathematics: How the Teacher’s Knowledge of Mathematics Affects Instruction is timely and important. Research reported in the book sheds light on the knowledge needed to teach mathematics in ways that motivate and foster positive attitudes toward mathematics. The book may serve as a resource for mathematics teacher preparation courses.**— ****Dr. James A. Telese, Professor of Mathematics Education, Department of Teaching and Learning, The University of Texas Rio Grande Valley**