Titlebook: Improving Teacher Knowledge in K-12 Schooling; Perspectives on STEM Xiaoxia A. Newton Book 2018 The Editor(s) (if applicable) and The Autho

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978-3-030-10026-1The Editor(s) (if applicable) and The Author(s) 2018

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Introduction,g realization that mathematics teachers in the USA have little systematic and explicit training of K-12 mathematical topics they are charged to teach. The chapter concludes with an overview of subsequent chapters.

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,Placing Mathematics Teachers’ Content Training in the Broader Context in the USA,a great extent provide an insight into understanding the challenges involved in improving the teaching and learning conditions for mathematics and heighten the need for higher education institutions to step up and offer future mathematics teachers the proper mathematics courses needed for teaching K-12 students.

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K-12 Mathematical Learning Experiences,tern in US mathematics lessons that has important implications for how mathematics is learned: a discourse norm that systematically cuts mathematical discussion short of the point of explicit discussion of mathematical concepts.

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,Undergraduate STEM Majors’ Understanding of Slope, weaknesses could pose challenges for their preparedness to teach the slope concept consistent with the rigor that CCMS calls for. Taking courses that specifically address the K-12 mathematics topics is helpful.

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Opportunities for Teachers to Learn Mathematics Through Professional Development and Instructional truction Guide and Periodic Assessments hold promise for teachers’ development of both content and pedagogy, anchoring a reform effort around testing and accountability, instead of continuous growth of teachers’ knowledge and skill, work against what the reform aims to accomplish.

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Book 2018fective tools to teach mathematics in K-12 classrooms. These components consist of teachers’ own learning experiences as students in K-12 classrooms, their undergraduate or graduate trainings in mathematics, and their in-service professional development trainings. Newton argues that unless we improv

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