Eun Kyeong Cho

Using Digital Technology for Mathematical Problem Posing

This chapter demonstrates how the appropriate use of commonly available digital technology tools can motivate and support problem-posing activities. Informed by the authors’ work with teacher candidates, the chapter underscores the importance of theoretical considerations associated with the use of computers in problem posing. The theory is illustrated by cases in elementary and secondary teacher education contexts. These cases vary in complexity from the formulation of problems for an elementary classroom context to discovering new knowledge within a familiar secondary education context. The use of graphing software as a medium for reciprocal problem posing is shown to be conducive for developing rather sophisticated questions about algebraic equations with parameters. As many traditional problems can be solved effectively by modern technology, modifying such problems to be not directly solvable by technology would open the whole new avenue for problem posing in the technological paradigm.

Early Childhood Teacher Policy in the United States: Continuing Issues, Overcoming Barriers, and Envisioning the Future

The decentralized and fragmented nature of the early childhood education and care (ECEC) system in the U.S., coupled with an ongoing teacher shortage, high teacher turnover rates, and the increasing demand for early childhood (EC) teachers, has led to low entry requirements and lenient regulations for most EC sectors. Yet, the recent call for school readiness of preschoolers is pushing the field to be equipped with highly qualified EC teachers with professional knowledge and competence. Efforts to provide quality ECEC services by improving the quality of the teaching force at various levels have been initiated in the U.S. In this paper, we describe: demographic profile of America’s ECEC teaching force; regulatory standards regarding entry-level teacher requirements; condition of pre-service teacher training in higher education; and provision of professional development and retention efforts. Current trends and challenges of EC teacher policy in the U.S. are presented, and implications for EC policymakers are discussed.