Document Type

Article

Department/Program

Education

Pub Date

2011

Abstract

Becoming a mathematics teacher today can be a challenging endeavor, requiring teachers to learn difficult content and specialized pedagogies, as well as new technological tools and techniques. How do we help teachers not to become so learned in mathematical concepts, yet so ignorant in modern mathematics instruction, that they essentially "buy a cow to ride on" and thus poorly combine content, pedagogy, and technology to form classroom activities that are instructionally unsound?

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