Making Sense of Mathematics Teacher Education

Making Sense of Mathematics Teacher Education

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This is a research-based book that deals with a broad range of issues about mathematics teacher education. It examines teacher education programs from different societies and cultures as it develops an international perspective on mathematics teacher education. Practical situations that are associated with related theories are studied critically. It is intended for teacher educators, mathematics educators, graduate students in mathematics education, and mathematics teachers.
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Product details

  • Hardback | 335 pages
  • 154.9 x 243.8 x 22.9mm | 657.72g
  • Dordrecht, Netherlands
  • English
  • 2001 ed.
  • V, 335 p.
  • 0792369858
  • 9780792369851

Table of contents

Section I: Perspectives on Teacher Education. Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development; T.J. Cooney. A Review of Research Perspectives on Mathematics Teacher Education; S. Lerman.
Section II: Making Sense of Mathematics. Investigating Mathematics and Learning to Teach Mathematics; J.P. da Ponte. Using the Intuitive-Rules Theory as a Basis for Educating Teachers; D. Tirosh, et al. The Use of New Technologies as a Vehicle for Restructuring Teachers' Mathematics; C. Laborde.
Section III: Making Sense of Teaching. Digitizing Real Teaching Practice for Teacher Education Programmes: The MILE Approach; F. Goffree, W. Oonk. Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers; P. Sullivan, J. Mousley. Mathematics Teaching, Teacher Education, and Educational Research: Developing `Practical Theorising' in Initial Teacher Education; K. Ruthven. Preparing Teachers for Handling Students' Mathematical Communication: Gathering Knowledge and Building Tools; A. Sfard, C. Kieran.
Section IV: Making Sense of the Context of Teaching. An Approach for Supporting Teachers' Learning in Social Context; P. Cobb, K. McClain. Educating Student Teachers About Values in Mathematics Education; A.J. Bishop. Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachers; C. Chin, et al.
Section V: Making Sense of the Complexity of Teacher Education. Teachers' Growth is More Than the Growth of Individual Teachers: The Case of Gisela; K. Krainer. Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learners; B. Jaworski.
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