Using Hypermedia Technology to Explore Connections Among Mathematics, Language, and Literacy in Teacher Education

Expectations for teachers entering the profession embrace new visions of teaching and learning that require reforming—not just fitting into—existing teaching practices (Cochran-Smith, 1991; Liston & Zeichner, 1991). As teacher educators in mathematics and English language arts, we recognize that setting high standards for beginning teachers (National Council of Teachers of English [NCTE] & International Reading Association [IRA], 1996; National Council of Teachers of Mathematics [NCTM], 1991, 2000) requires pursuing high standards for our own practice. In Michigan State University’s five-year teacher certification program, TE 401 (Learner Diversity and the Teaching of Subject Matter) is fourth in a sequence of five preinternship teacher education courses, and the first course that focuses more specifically on teaching subject matter (e.g., pedagogy, curriculum, and planning, how learners construct knowledge). Upon completion of their BA degree, teacher candidates participate in a year-long internship while taking four additional MA-level courses to receive teacher certification.

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