Title | Making Sense of Mathematics Teacher Education [electronic resource] / edited by Fou-Lai Lin, Thomas J. Cooney |
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Imprint | Dordrecht : Springer Netherlands : Imprint: Springer, 2001 |

Connect to | http://dx.doi.org/10.1007/978-94-010-0828-0 |

Descript | V, 335 p. online resource |

SUMMARY

This is a research-based book on mathematics teacher education. It is about the learning of prospective and inservice mathematics teachers, mathematics educators, and researchers. The text is intended for a broad audience including teacher educators, mathematics educators, graduate students in mathematics education, and mathematics teachers at all levels of schooling. In offering an examination of teacher education programs from different societies and cultures, this book provides an international perspective on mathematics teacher education. Practical situations associated with related theories are studied critically throughout the chapters. The possibilities and constraints of making an analogy between mathematics learning theories and mathematics teachers' learning theories are argued and examined. New perspectives on mathematics teacher education are presented along with relevant examples thus enhancing the book's readability for international readers. BACKGROUND OF THE BOOK The book was inspired by the obvious need to address issues in mathematics teacher education. In particular, the following mission statement for the newly established Journal of Mathematics Teacher Education (JMTE) reflects the mission of this book as well. The Journal of Mathematics Teacher Education is devoted to topics and issues involving the education of teachers of mathematics at all stages of their professional development. JMTE will serve as a forum for research on teachers' learning, for considering institutional, societal, and cultural influences that impact the education of mathematics teachers, and for creating models for teachers of mathematics. (Editorial, JMTE, 1(1), p

CONTENT

Section I: Perspectives on Teacher Education -- Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development -- A Review of Research Perspectives on Mathematics Teacher Education -- Section II: Making Sense of Mathematics -- Investigating Mathematics and Learning to Teach Mathematics -- Using the Intuitive-Rules Theory as a Basis for Educating Teachers -- The Use of New Technologies as a Vehicle for Restructuring Teachersโ{128}{153} Mathematics -- Section III: Making Sense of Teaching -- Digitizing Real Teaching Practice for Teacher Education Programmes: The MILE Approach -- Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers -- Mathematics Teaching, Teacher Education, and Educational Research: Developing โ{128}{156}Practical Theorisingโ{128}{157} in Initial Teacher Education -- Preparing Teachers for Handling Studentsโ{128}{153} Mathematical Communication: Gathering Knowledge and Building Tools -- Section IV: MAking Sense of the Context of Teaching -- An Approach for Supporting Teachersโ{128}{153} Learning in Social Context -- Educating Student Teachers About Values in Mathematics Education -- Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachers -- Section V: Making Sense of the Complexity of Teacher Education -- Teachersโ{128}{153} Growth is More Than the Growth of Individual Teachers: The Case of Gisela -- Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learners

Education
Mathematics -- Study and teaching
Teaching
Education
Mathematics Education
Teaching and Teacher Education