DOCSLIB.ORG

Open TV Dissertation Final.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

The Pennsylvania State University The Graduate School College of Education (RE)WRITING THE SCRIPT OF SECOND LANGUAGE TEACHING/LEARNING: EXPLORING TEACHER CANDIDATES’ CONCEPTUAL UNDERSTANDING OF DRAMA- BASED INSTRUCTION A Dissertation in Curriculum and Instruction by Timothy Matthew Vetere Ó 2018 Timothy Matthew Vetere Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2018 The dissertation of Timothy M. Vetere was reviewed and approved* by the following: Matthew E. Poehner Associate Professor of Education (World Languages) and Applied Linguistics Dissertation Advisor Chair of Committee Mari Haneda Associate Professor of Education (World Languages) and Applied Linguistics Jamie Myers Emeritus Professor of Education (Language and Literacy Education) Deryn P. Verity Teaching Professor in Applied Linguistics and Director of ESL/EAP Programs William S. Carlsen Professor of Education (Science Education) Graduate Program Head, Curriculum and Instruction *Signatures are on file in the Graduate School iii ABSTRACT This dissertation reports on a qualitative longitudinal study that explores the original conceptualization of drama-based instruction (DBI) in the L2 classroom among ten K-12 teacher- candidates in a language teacher preparation program. It gives particular attention to two case study participants as they continued to (re)conceptualize drama-based instruction in L2 teaching/learning during diverse field experiences within the United States and Sweden. The following research questions were investigated: 1) In what ways might drama-based instruction offer a basis to L2 teacher-candidates as they work to engage in playful/learning ZPD activity with learners during field experiences in US K-12 schools and abroad?; 2) What are the challenges and affordances experienced by teacher-candidates as they attempt to orient to L2 education from a perspective informed by dramatic play?; and 3) Does L2 teacher-candidates’ use of dramatic play activities impact their perceptions of their students’ L2 knowledge and development? If so, how? Analysis of participants’ written lesson plans and teaching reflections, along with researcher field notes of classroom observations and semi-structured interviews with the teachers revealed three major findings: 1) participants struggled to successfully commit to perspective of DBI, informed by Vygotskian principles, resulting in formal learning ZPD activity taking precedence over playful/learning ZPD activity during drama-based activities; 2) drama-based instruction ruptured traditional classroom dynamics which challenged participants’ emerging, and existing, pedagogical content knowledge; and 3) participant assumptions of students’ L2 skills, and the process of second language acquisition, affected methodological considerations when designing DBI for L2 instruction. The analysis highlights the need for specific teacher-education iv in DBI for successful mediated learning to occur in L2 classrooms, and the specific challenges of orientating to methods that support a communicative-based pedagogy for L2 teaching/learning. v TABLE OF CONTENTS LIST OF FIGURES ............................................................................................................ viii LIST OF TABLES .............................................................................................................. ix ACKNOWLEDGEMENTS................................................................................................. x Chapter 1 Introduction ....................................................................................................... 1 1.1 Background and Purpose ........................................................................................ 1 1.2 Research Questions ................................................................................................ 6 1.3 Research Position Statement .................................................................................. 7 1.4 The Significance of the Study ................................................................................ 11 1.5 Dissertation Overview............................................................................................ 11 Chapter 2 Review of Literature........................................................................................... 13 2.1 Introduction ........................................................................................................... 13 2.2 Definitions and Approaches to Drama-Based Instruction ........................................ 14 2.3 The Relationship Between Play and Drama: A Vygotskian View ........................... 18 2.4 Mediation and Internalization: Creating Playful/Learning ZPDs ............................. 22 2.5 DBI and Language Learning .................................................................................. 26 2.6 Conclusion............................................................................................................. 30 Chapter 3 Methodology ...................................................................................................... 31 3.1 Introduction ........................................................................................................... 31 3.2 Study Design: Case Study Research ....................................................................... 31 3.3 Research Context: The World Languages Teacher Preparation Program ................. 33 3.4 Participants ............................................................................................................ 36 3.5 Phase I: The Elementary World Language Classroom ............................................ 39 3.5.1 Methods Course Overview .......................................................................... 39 3.5.2 The Elementary Field Experience Course Overview .................................... 43 3.6 Phase I Sources of Data ......................................................................................... 46 3.7 Phase II: The EFL Secondary Classroom................................................................ 47 3.7.1 English Education in Sweden....................................................................... 48 3.8 Phase II: Sources of Data ....................................................................................... 50 3.9 Phase III: The Secondary World Language Classroom ........................................... 51 3.10 Procedures for Data Analysis ............................................................................... 53 3.11 Validity and Reliability ........................................................................................ 55 3.12 Generalizability/Transferability ............................................................................ 56 3.13 Conclusion ........................................................................................................... 58 Chapter 4 Setting the Stage ................................................................................................ 59 4.1 Introduction ........................................................................................................... 59 vi 4.2 Conceptualizing Meaningful Instruction for Language Learning............................. 59 4.3 (Re)Framing Drama-Based Instruction ................................................................... 63 4.3.1 The Locked Safe: A Modified Gauntlet Activity .......................................... 67 4.3.2 Vanishing Artwork: A Tableaux Vivant ....................................................... 69 4.3.3 Stolen Colors: Student and Teacher-in-Role ................................................. 70 4.3.4 Writing the Script: Planning Lessons with a DBI-as-Methodology Orientation ................................................................................................... 71 4.4 The Struggle for Self-Regulation: Challenges in (Re)Framing a Mindset ................ 72 4.5 Conclusion............................................................................................................. 79 Chapter 5 Act One: Becoming a ‘Good’ Teacher – The Unfolding Case of Madeline.......... 80 5.1 Introduction ........................................................................................................... 80 5.2. Socio-cultural and Language Learning Background............................................... 81 5.3 Phase I: The Elementary Field Experience ............................................................. 84 5.3.1 Examining Madeline’s Teaching Practices in the Elementary Field Experience.................................................................................................... 86 5.4 Week Three DBI Lesson: A Game of Charades ...................................................... 88 5.4.2 The Disappearing Pantomime ...................................................................... 93 5.5 Week Three DBI Activity: Reflections and Initial Mediation .................................. 96 5.6 Week Six DBI Lesson: Inner Drama ...................................................................... 99 5.6.1 Beginning the Lesson: Getting into Character .............................................. 100 5.6.2 Extending the Dramatic Sphere.................................................................... 105 5.6.3 Discarded Role Play .................................................................................... 109 5.6.4 Imagination and Issues of Power.................................................................
Recommended publications
  • Education 1301 – Introduction to Teaching Spring 2019 Online

    Education 1301 – Introduction to Teaching Spring 2019 Online

    Education 1301 – Introduction to Teaching Spring 2019 Online “Northeast Texas Community College exists to provide responsible, exemplary learning opportunities.” Judy Hamilton Office: Humanities 125 Phone: 903-434-8255. Leave message with secretary. Email: [email protected] Office Hours Monday Tuesday Wednesday Thursday Friday Online 5:00-6:00PM The information contained in this syllabus is subject to change without notice. Students are expected to be aware of any additional course policies presented by the instructor during the course. Course Description: Introduction to the Teaching Profession: An enriched, integrated pre-service course and content experience that provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields. The course provides students with opportunities to participate in early field observations at all levels of P-12 schools with varied and diverse student population and provides students with support from college and school faculty, preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of schooling and classrooms. Course content should be aligned as applicable with State Board of Education Certification and Pedagogy and Professional Responsibilities Standards; and the course must include a minimum of 16 contact hours of field experience in P-12 classrooms. Required Textbook(s): Introduction to Teaching, Second Edition, by Gene E. Hall, Linda F. Quinn, and Donna M. Gollnick, 2nd Edition. Publisher: Sage Publications. ISBN Number: 978-1-4833-6501-5 Student Learning Outcomes: Upon successful completion of this course, students will: 1. Identify current issues influencing the field of education and teacher professional development.
  • Physical Education Bulletin 1955 1956.Pdf

    Physical Education Bulletin 1955 1956.Pdf

    Calendar, 1955-56 FIRST SEMESTER October 3, Monday .... .......................... Registration of students and entrance examinations. October 3, Monday ...................... .. ....... Instruction begins. November 24, Thursday....... .. Thanksgiving, a holiday. December 20, Tuesday, 3 p.m. .... ........ Christmas recess begins. January 4, Wednesday Instruction resumed. January 27, Friday First semester ends. Bulletin SECOND SEMESTER January 30, Monday Second semester begins. of the March 26, Monday Spring recess begins. April 6, Monday Instruction resumed. May 31, Thursday Second semester ends. Normal College CAMP TERM June 1, Friday Students leave for camp. of the June 2, Saturday Camp course begins. Tune 29, Friday Camp course ends. American Gymnastic Union Indiana University Bloomington, Indiana INDIANA UNIVERSITY BULLETIN (OFFICIAL SERIES) Entc"cd as second-class mail matte!' January 28, 1916, at the post office at Bloomington, lnditlna , uncle," lhe Act of Augu:)~ 24, 1912. Published thirty times a year (foUl- times each in JalHlary, Feb,"ua!"y, March; three t.imes each in ApI-ii, May, June; twice each in July, August, December; monthly in SClltcmbcr, October, November). by Indiana University from tIle University Orricc , Bloomington , Indiana. Vol. LIlI, No.3 Bloomington, Indiana January 20, 1955 Contents P AC E C OLLEC E CALE l\'DAR, 1955-56 ii cover STAFF, 1954-55 4 GE NER AL S TAT E M EN T b History 6 Admiss ion fj Fees, Expenses, and Schola rships New Student Union and Food Service Building 3 Camp Facilities and Requirements & Intercollegia te Athletics 8 Degree Bachelor of Science 9 Withdrawals and Ineompletes 9 T eacher's Certification and Placement Servicc 10 C U RRI C ULA 12 DESCRIPTION OF C OURSES, 1955-56 14 (S) NORMAL COLLEGE OF THE AMERICAN GYMNASTIC UNION 5 Staff, 1954-55 LEO M.
  • Supporting Multimodal Literacy

    Supporting Multimodal Literacy

    Supporting Multimodal Literacy Supplements 1. The Language of Multimodal Texts 2. Table of Multimodal Terms by Discipline and Mode 3. Analyzing Multimodal Texts as Signs 4. Assignment Sheet for Analyzing a Multimodal Text 5. Advertising Analysis Questions 6. Example Shoe Ads 7. Writing the Advertising Analysis Thesis Statement 8. Photojournalism Analysis Questions 9. Visual Art Elements and Analysis Questions 10. Television/Film/Video Analysis Questions 11. Data Visualization Analysis Questions Overview Supporting multimodal literacy is an important aspect of education today as it encourages students to understand the ways media shapes their world. Most, if not all texts today, can be considered “multimodal texts,” as they combine modes such as visuals, audio, and alphabetic or linguistic text. While it can be useful to create a distinction between multimodal texts and texts that are primarily linguistic in order to clarify assignment goals, all texts can truly be considered multimodal. Even an academic paper has multimodal elements such as font choice, double- spacing, margins, etc. By teaching students multimodal analysis, you provide them access to a more complex way to read all the texts they encounter. In their media-saturated lives, students engage with a large number of multimodal texts per day that contain a variety of modes that work together to create subtle methods of persuasion and often implicitly reinforce cultural stereotypes. Because students are in the habit of passively viewing these texts, it’s important to model strategies that will help them think critically about the messages directed at them through media. However, while students have some experience analyzing traditional alphabetic texts, they often have difficulty transferring what they know about analyzing these texts to analyzing multimodal texts.
  • From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

    From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

    From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching SHARON FEIMAN-NEMSER Michigan State University This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform? INTRODUCTION After decades of school reform, a consensus is building that the quality of our nation’s schools depends on the quality of our nation’s teachers. Policy makers and educators are coming to see that what students learn is directly related to what and how teachers teach; and what and how teachers teach depends on the knowledge, skills, and commitments they bring to their teaching and the opportunities they have to continue learning in and from their practice. The National Commission on Teaching and America’s Future ~1996! puts it this way: “What teachers know and can do makes the crucial difference in what teachers can accomplish.
  • Diocese of Arlington Tuition Assistance Program

    Diocese of Arlington Tuition Assistance Program

    2016-2017 Parent/Student Handbook ST. MARK Catholic School A 2015 Blue Ribbon School of Excellence 9972 Vale Road, Vienna, VA 22181-4005 703-281-9103, FAX 703-766-3430 Fr. Pat Holroyd, Pastor Mrs. Darcie Girmus, Principal Growing in Faith, Knowledge, and Service www.stmark.org/school This school is accredited by the Virginia Catholic Education Association whose accreditation process has been approved by the Virginia Council for Private Education as authorized by the Virginia State Board of Education. Table of Contents I. PHILOSOPHY OF EDUCATION/MISSION STATEMENT ............................................1 Diocesan Philosophy of Catholic Education ........................................................................1 Diocesan Mission Statement ................................................................................................1 School Mission Statement/Philosophy ................................................................................1 Student/Parent Handbook ....................................................................................................1 Parental Role ........................................................................................................................2 Non-Discrimination Clause .................................................................................................3 Non-Catholic Students .........................................................................................................3 II. ACADEMICS ......................................................................................................................6
  • From the Editor

    From the Editor

    From the Editor Dear E-mentor readers, We are thrilled to observe that our efforts to publish E-mentor journal in English has met such a great interest. That is the fourth edition of the jour- nal prepared and published within the scope of a grant funded by the Polish Ministry of Science and Higher Education. We do hope to be able to continue the project of issuing the international version of E-mentor in the following years as it has proved to be a success. In the current edition, one may distinguish two main directions of consid- eration. The first one refers to the role of information and communication technologies both in education and in business. The latter reflects the chal- lenges that the logistics industry faces nowadays due to the ‘disruptive’ role of IT. Sensors, robots, automation, cloud computing, data analysis, 3D print- ing, autonomous vehicles, artificial intelligence, digital twins or blockchain technology are the examples of disruption mentioned by the author of the paper. Concerning the university, IT appears in the context of adaptive learning and its advantages analyzed by the team of the authors from the University of Central Florida and the Colorado Technical University, with Professor Charles Dziuban as a leader. IT is also present in the papers concerning foreign language learning by the use of videoconferences, instant messaging apps, and international collaboration tools. The concept of professional development through the online course is another example of using IT for academic purposes. Last but not least, is the proposal of an app aimed at eliminating the accessibility barriers, in this case – in Art education.
  • Interdisciplinary Team Prom- Ises to Bring Into One's Life, Along with Stimulation Or Even Inspiration, a Sizable Set of Not Fully Predictable Vexations

    Interdisciplinary Team Prom- Ises to Bring Into One's Life, Along with Stimulation Or Even Inspiration, a Sizable Set of Not Fully Predictable Vexations

    DOCUMENT RESUME ED 316 506 SP 031 905 AUTHOR Jacobs, Heidi Hayes, Ed. TITLE Interdisciplinary Curriculum: Design and Implementation. INSTITUTION Association for Supervision and Curriculum Development, Alexandria, Va. REPORT NO ISBN-0-87120-165-8 PUB DATE 89 NOTE 99p. AVAILABLE FROM Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314 ($13.95). PUB TYPE Reports - Descriptive (141) EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Curriculum Development; Elementary Secondary Education; *Fused Curriculum; *Integrated Curriculum; *Interdisciplinary Approach; Program Effectiveness; Unified Studies Curriculum ABSTRACT This document describes a variety of curriculum integration options ranging from concurrent teaching of related subjects to fusion of curriculum focus to residential study focusing on daily living; from 2-week units to year-long courses. Suggestions are offered for choosing proper criteria for successful curriculum integration, dealing with the attitudes of key individuals and groups; and establishing validity. A step-by-step approach to integration is presented, proceeding from selection of an organizing center to a scope and sequence of guiding questions to a matrix of activities for developing integrated units of study. A distinction is made between curriculum-content and metacurriculum--those learning skills helpful in acquiring the curriculum content being taught and in developing the capacity to think and learn independently. The book illuminates the value of higher-order thinking and learning skills and provides a vehicle for their integration into curriculum. (JD) ************************************::********************************** Reproductions supplied by EDRS are the best that can be made frum the original document. *********************************************************************** Intenlisciplin Curriculum: DESIGN AND IMPLEMENTATION U.B. DEPARTMENT OF EDUCATION Office# of Educational Research ,nd Improvement "PERMISSION TOREPRODUCE THIS EDUCATIONAL.
  • 2004 Catalog

    2004 Catalog

    Mission Statement i Mission Statement When Grinnell College framed its charter in the Iowa Territory of the Untied States in 1846, it set forth a mission to educate its students “for the different professions and for the honorable discharge of the duties of life.” The College pursues that mission by educating young men and women in the liberal arts through free inquiry and the open exchange of ideas. As a teaching and learning community, the College holds that knowledge is a good to be pursued both for its own sake and for the intellectual, moral, and physical well-being of individuals and of society at large. The College exists to provide a lively academic community of students and teachers of high schol- arly qualifications from diverse social and cultural circumstances. The College aims to graduate women and men who can think clearly, who can speak and write persuasively and even eloquently, who can evaluate critically both their own and others’ ideas, who can acquire new knowledge, and who are prepared in life and work to use their knowledge and their abilities to serve the common good. ii Core Values Core Values of Grinnell College Excellence in Education for Students in the Liberal Arts ■ varied forms of learning, in and out of the classroom and beyond college ■ creative and critical thinking stimulated by the free, open exchange of ideas ■ education that reflects on its own process ■ excellent teaching as the highest priority of the faculty ■ active scholarship in traditional and interdisciplinary fields ■ need-blind admission
  • I'm Not a 'Tough- Love' Judge, I Don't Believe In

    I'm Not a 'Tough- Love' Judge, I Don't Believe In

    LATINO LEADERS “I’M NOT A ‘TOUGH- LOVE’ JUDGE, I DON’T BELIEVE IN TEARING DOWN TALENT.” Ricky’s renaissance The superstar finds a new life inLa Banda, along with Alejandro Sanz and Laura Pausini Story by: Judi Jordan | Photos by: Courtesy of Univision RICKY MARTIN IS “LIVING A NEW LIFE” VIA LA BANDA. 60 • July / August 2015 ICKY MARTIN’S massive 32-year musical career has been an auspicious series of ‘waves’; building success upon The judges of La Banda from left to right: Alejandro Sanz, Laura Pausini and Ricky Martin. success, with well-timed breaks to parent, travel, write an autobiography, and do humanitarian work with his Ricky Martin Foundation. After launching the Latin pop crossover ‘wave’ in ’99, and setting sales records with his monster single CD Livin’ La Vida Loca [8 million copies sold], and album Ricky Martin [22 million copies sold], he went on to release Rseven more albums, including 2015’s #1 Latin Billboard and Latin American Music Award-winning album, A quien quiera escuchar. Ricky’s successful Broadway run of “Evita” was followed by a stint on “Glee” as the Spanish teacher, and a quiet time as he settled down to raise his twin boys, Valentino and Matteo. He was livin’ la vida tranquilo, it seemed. Things began to take a new turn as he took on high-profile TV gigs coaching singers for The Voice Australia, and The Voice Mexico. A call from American Idol’s tough judge Simon Cowell brought on the next big wave with an idea for a talent show that would discover the next great boy band a la Latino.
  • Introduction to Teaching As a Profession

    Introduction to Teaching As a Profession

    Published, May 2022 Introduction to Teaching as a Profession Primary Career Cluster: Education and Training Course Contact: [email protected] Course Code(s): C32H00 Prerequisite(s): None Credit: 1 Grade Level: 9 Focus Elective - This course satisfies one of three credits required for an elective Graduation focus when taken in conjunction with other Education and Training Requirements: courses. This course satisfies one out of two required courses to meet the POS Concentrator: Perkins V concentrator definition, when taken in sequence in the approved program of study. Programs of Study and This is the first course in the Teaching as a Profession program of Sequence: study. Aligned Student Family, Career and Community Leaders of America (FCCLA): Organization(s): http://www.tennesseefccla.org/ Teachers are encouraged to use embedded WBL activities such as Coordinating Work- informational interviewing, job shadowing, and career mentoring. Based Learning: For information, visit https://www.tn.gov/education/career-and- technical-education/work-based-learning.html. Credentials are aligned with post-secondary and employment opportunities and with the competencies and skills that students Promoted Tennessee acquire through their selected program of study. For a listing of Student Industry promoted student industry credentials, visit Credentials: https://www.tn.gov/education/career-and-technical- education/student-industry-certification.html Any teacher who has completed an educator preparation program Teacher Endorsement(s): and has a current practitioner or professional educator license in secondary education covering grade spans 6-12. All teachers who teach courses within this program of study MUST Required Teacher attend the required teacher training provided by the Department of Certifications/Training: Education.
  • 2021-2022 High School Program of Studies

    2021-2022 High School Program of Studies

    High School Program of Studies 2021-2022 Catalog www.basdschools.org TABLE OF CONTENTS General Information The BASD Mission in Practice……………………………………… 2 Road Map 4.0 to Educational Excellence…………………………… 3 Four Year High School Graduation Requirements…………………… 4 Sample Course Sequence……………………………………………… 5 Keystone Exam Graduation Requirement…………………………….. 6 Career Readiness Indicator for Future Ready PA Index……………… 7 Grading ………………………………………………………………. 8 Course Selection Process……………………………………………… 8 Drop/Add Policy……………………………………………………… 9 Honors Program Requirements………………………………………. 9 Special Programs Advanced Placement Courses………………………………………… 10 Enrollment in College Courses………………………………………. 11 Honors Scholars Program……………………………………………. 11 Online Course Offerings……………………………………………… 11 Academic Integrity Policy……………………………………………. 11 Community Service…………………………………………………… 12 District Internships…………………………………………………… 12 Special Education Services and Programs…………………………… 13 Career Pathway Programs…………………………………………… 14 Departments English Language Arts Department…………………………………… 18 English Electives……………………………………………….. 21 Communications Pathway……………………………………… 23 Social Studies Department……………………………………………. 24 Social Studies Electives………………………………………… 26 Law Pathway……………………………………………………. 28 Mathematics Department…………………………………………….... 29 Mathematics Electives………………………………………….. 33 Science Department…………………………………………………… 34 Science Electives……………………………………………….. 37 Project Lead the Way…………………………………………… 42 ESL Department……………………………………………………….. 44 World Language Department………………………………………….
  • Introduction to Teaching and Learning Mathematics

    Introduction to Teaching and Learning Mathematics

    PART I Introduction to Teaching and Learning Mathematics Chapter 1 Introduction to the Field of Mathematics Education Chapter 2 Key Psychological Ideas and Research Findings in Mathematics Education Chapter 3 Planning Mathematics Lessons Chapter 4 Mathematics Curriculum Models and Techniques Chapter 5 Implementing and Assessing Mathematics Lessons and Curricula Chapter 6 Becoming a Professional Mathematics Teacher Chapter 1 INTRODUCTION TO THE FIELD OF MATHEMATICS EDUCATION he past few decades have seen incredible growth in the study of teaching and learning mathematics. K–12 teachers, university professors, and other T educators have produced standards documents, research reports, and cur- riculum frameworks with the potential to help improve students’ learning. All of this activity makes it an exciting time to enter the profession of mathematics teaching. However, it can also be overwhelming to try to digest and reflect on everything the field has to offer. In fact, one is never really done learning about teaching mathemat- ics. The best teachers are always learning ways to improve their practices by talking with colleagues, reading research, reading teachers’ journals, carefully assessing the impact of their instructional practices on their students’ thinking, and adjusting their practices to maximize students’ learning. The goal of this chapter is to provide a sense of the major issues and trends that have shaped the field of mathematics education in the recent past. By way of intro- duction, we will examine the standards documents published by the National Coun- cil of Teachers of Mathematics (NCTM), an organization with more than 90,000 members dedicated to improving mathematics education. We will then examine trends in mathematics teaching and learning around the world and the central mes- sages of the reform movement in mathematics education.