Education of Math Ed. Professors

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What is the Education of Mathematics Education Professors

Postscript: May 14th, 2006

Are calculus phobic Mathematics Education Professors to blame for several hundred or a thousand hours of mathematics instruction in pirimary and secondary schools which fail to prepare students for college mathematics, which fail to give students an efficient fraction skills and sense? Just as we specify the minimal mathematics background of future secondary school teachers, should we specify the minimal subject skill and knowledge of Mathematics Education Professors.

In the present dark ages of mathematics instruction, Professors of Mathematics Education have not emphasized the needs of college mathematics or calculus in the training of primary school and high school teachers, and in the design and exposition of high school mathematics textbooks. Thus many students graduate from primary school and even high school without efficient fraction sense and skills, and several hundred to a thousand hours of mathematics instruction time come to naught, less than expected, and may be written off as a contribution to the education of many students. Site books and further site areas point to remedies for self-application by students, teachers and Professors of Mathematics Education. Professors of mathematics education should teach first courses in differential and integral calculus fully in order to know what calculus-driven standards need to be emphasized in the mathematical formation of primary and secondary school teachers, and of students in general.

Professors of Mathematics Education should take note of earlier difficulties in mathematics, the introduction and development of the shorthand algebraic way of writing and reasoning in mathematics, and the inclusion of too many topics and directions in course design which continue today. Professors of Mathematics education need to read and correct textbooks in the student catch basins of their universities, or they need to ask mathematics professors in their college or university to perform this task for the sake of quality and perhaps a leaner exposition of mathematics based on the needs of calculus and before the elementary application of numbers with measures and masses - two focuses for mathematics learning and teaching. Here again mathematicians should be included so that key skills and topics are emphasized and the logical need for some topics questioned. Many college calculus instructors limit or disallow the use of calculators because its ease of use and ill-use sabotages the intellectual component of mathematics.

Professors of mathematics education who are calculus phobic should be extremely rare or non-existence in Education Colleges and Faculties. How common are they?

Finally, there guidelines for the formation of secondary mathematics instructors call for many courses in mathematics at the college level. For the sake of consistency, mathematics education professor should have had a similar dose of mathematics and more. Anything less calls into question the hiring and promotion policies in schools of education.