Abstract
This chapter discusses several contextual factors that shape teachers’ and students’ opportunities to learn mathematics. Among these contextual factors are the US cultural perspectives on mathematics teaching and learning, the US K-12 school system institutional design and the associated challenges involved in changing core practices, and the impact of the accountability system (such as NCLB or Common Core Standards). These contextual factors to a great extent provide an insight into understanding the challenges involved in improving the teaching and learning conditions for mathematics and heighten the need for higher education institutions to step up and offer future mathematics teachers the proper mathematics courses needed for teaching K-12 students.
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Newton, X.A. (2018). Placing Mathematics Teachers’ Content Training in the Broader Context in the USA. In: Improving Teacher Knowledge in K-12 Schooling. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71207-9_7
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DOI: https://doi.org/10.1007/978-3-319-71207-9_7
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