Questioning Our Support for Preservice and New Teachers

Abstract

First paragraph: Why do new teachers stumble when they teach mathematics? Why do they often lose confidence in their ability to teach? Why do they avoid using teaching through the process strands promoted by the NCTM Standards? Why do they often leave the profession disenchanted? New and experienced teachers, cooperating teachers, university supervisors, mentors of new teachers, math methods teachers, and even preservice teachers are often troubled by these questions.