The Language of Mathematics

The Language of Mathematics: How the Teacher's Knowledge of Mathematics Affects Instruction introduces the reader to a collection of thoughtful works by authors that represent current thinking about mathematics teacher preparation. The book provides the reader with current and relevant knowledge concerning preparation of mathematics teachers. The complexity of teaching mathematics is undeniable and all too often ignored in the preparation of teachers with substantive mathematical content knowledge and mathematical teaching knowledge. That said, this book has a focus on the substantive knowledge and the relevant pedagogy required for preparing teachings to enter classrooms to teach mathematics in K-12 school settings. Each chapter focuses on the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. Chapter One opens the book with a focus on the language and knowledge of mathematics teaching. The authors of Chapters Two-Nine present field-based research that examines the complexities of content and pedagogical knowledge as well as knowledge for teaching. Each chapter offers the reader an examination of mathematics teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as providing the findings and conclusions drawn with respect to mathematics teacher preparation and practice. Finally, Chapter 10 presents an epilogue that focuses on the future of mathematics teacher preparation.

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