University of Arizona
Institute for Mathematics and Education

Elementary Teacher Preparation in Mathematics

February 28–March 1, 2008, Tucson, Arizona

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Contact Information

Title
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";} else {echo "";} ?> Profession* /> Elementary teacher /> Secondary teacher /> Mathematician />Mathematics educator /> Other
If other, what?

Workshop description and guiding questions

The goal of this workshop is to bring together mathematicians, mathematics educators, and elementary teachers for discussions about teacher preparation in elementary mathematics. These discussions will be designed to enhance our understanding of how to best prepare prospective elementary teachers both to develop a set of ideas, experiences, and skills that provides a foundation for beginning to teach and to learn how to continue to learn from their own students and classroom experiences in order to build on that foundation. We will discuss mathematics content knowledge, teaching practices, and perspectives about learning and teaching mathematics critical for the beginning teacher. Particular emphasis will be placed on aspects of teaching elementary school mathematics that have been misunderstood, under-appreciated, or neglected.


By bringing together participants from a wide range of backgrounds, the workshop will offer participants the opportunity to share their knowledge and experiences while also gaining new insights into mathematics teacher preparation by interacting with those whose expertise is different from their own. Each participant will be challenged to explore whether there are aspects of the mathematical preparation of teachers that they have overlooked or not adequately appreciated. Thus, the workshop will be especially beneficial to participants who use the opportunity to seek out things they don't know or that they may not have considered sufficiently.


The workshop will be guided by the following questions:

  1. What mathematical knowledge, practices, or habits of mind are especially important in the preparation of elementary school teachers?
  2. What are examples of activities, assignments, and other experiences that have proven effective in developing mathematical knowledge, practices, and habits of mind in elementary school teachers?
  3. What aspects of mathematics, mathematical practice, or mathematical habits of mind are under-appreciated or inadequately addressed in the mathematical preparation of elementary school teachers? Do views on this issue vary based on one's experience as a teacher, mathematics educator, or mathematician?
";} else {echo "";} ?>What do you hope to contribute to this workshop?*
";} else {echo "";} ?>What do you hope to gain from this workshop?*
";} else {echo "";} ?> Will you be able to attend the entire workshop?* /> Yes /> No

Logistical information

If you have not received information that indicates otherwise, you are expected to find your own funding for travel. Limited funding is available to cover room and board while attending the conference.

Would you like to apply for funding to cover room and board? /> Yes /> No
";} else {echo "";} ?> Arrival date (mm/dd/yyyy)*
";} else {echo "";} ?> Departure date (mm/dd/yyyy)*
Room preference /> Single /> Double
Accommodations (dietary requirements, disabilities, etc.)