Teaching Middle School Mathematics: Standards, Recommendations and Teacher Candidates’ Perspectives

Abstract

This chapter aims to demonstrate the need for linkages between textbook content and the pedagogical ideas underpinning current standards for middle school mathematics instruction, to share recommendations for the mathematical preparation of the middle grades teachers, and describe a number of notable perspectives on mathematics education that have been the backbone of the current reform movement of pre-college mathematics teaching worldwide. As will be demonstrated through multiple citations of the standards and other educational materials (available in English), there is a true congruency of the ideas of mathematics pedagogy recorded in Australia, Canada, Chile, China, England, Japan, Korea, Singapore and the United States. Throughout the chapter, the authors will share both solicited and unsolicited (over the years) comments by middle school teacher candidates about their learning to teach the subject matter at that level, indicating the candidates’ interest in acquiring deep understanding of grade-appropriate mathematical content and methods towards gaining much needed professional expertise. Some comments will also include reflections on the candidates’ own experience of learning mathematics as youngsters. In all, the comments will show that positive attitude towards knowledge acquisition stems from the candidates being passionate in helping their future students to be better mathematical thinkers.