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Resolution on Professional Development for Teachers of Developmental Mathematics
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Resolution

Professional Development for Teachers of Developmental Mathematics

Whereas:

Teaching developmental mathematics* requires in addition to mathematical skills, special skills gained through experience or training including but not limited to problem solving techniques and alternative teaching strategies, and

Most personnel employed to teach mathematics at two-year colleges and some personnel employed to teach mathematics in four-year colleges and universities will at some time teach developmental mathematics courses.

It is the position of AMATYC that:

1. Institutions employing teachers of mathematics should:

  1. Encourage and reward all faculty employed to teach mathematics for participation in workshops, in-service programs, or courses which provide training in those special skills necessary for teaching the developmental mathematics student;
  2. Provide those faculty lacking experience or training in teaching developmental mathematics students supervision by experienced personnel until such time that they have developed those special skills;
  3. Recognize research and publication in the area of developmental mathematics as professional and significant.

2. Institutions offering graduate programs in mathematics, mathematics education, and higher education should:

  1. Recognize the teaching of developmental mathematics as requiring specialized skills by providing appropriate training to those students desiring to teach mathematics at a two-year college;
  2. Recognize the importance of practicing those specialized skills by providing internship programs as an integral part of the course of study.

* Developmental mathematics for the purpose of this position statement is restricted to courses defined by the institution as developmental.

Adopted October 9, 1981 , Revised February 2007, Revised February 2013, Developmental Mathematics Committee


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