Our teachers need a deeper knowledge of the mathematics they are teaching
The visions of mathematics teaching portrayed in Principles and Standards of School Mathematics (NCTM, 2000) and Professional Teaching Standards (NCTM, 1991) are premised on teachers having a deep understanding of the mathematics they teach. Yet many of our teachers in the elementary and middle grades have not had the kinds of learning experiences that could help them develop this knowledge. How can we help teachers broaden and deepen their knowledge of mathematics for teaching?
These tools helped probe teachers understanding of mathematics.