The Professional Education and Development of Teachers of Mathematics

by Even, Ruhama; Ball, Deborah Loewenberg

• ISBN13: 9780387096001
• ISBN10: 0387096000
• Format: Hardcover
• Copyright: 2009-02-28
• Publisher: Springer Verlag

Summary

The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work-development, research, theory and practice concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators.

Table of Contents

Setting the Stage for the ICMI Study on the Professional Education and Development of Teachers of Mathematics	p. 1
Initial Mathematics Teacher Education	p. 11
The Preparation of Teachers	p. 13
Overview of Teacher Education Systems Across the World	p. 15
Components of Mathematics Teacher Training	p. 25
Practising Mathematics Teacher Education: Expanding The Realm of Possibilities	p. 35
Learning to Teach Mathematics: Expanding the Role of Practicum as an Integrated Part of a Teacher Education Programme	p. 57
Student Teachers' Experiences and Early Years of Teaching	p. 71
Studying Student Teachers' Voices and Their Beliefs and Attitudes	p. 73
School Experience During Pre-Service Teacher Education from the Students' Perspective	p. 83
First Years of Teaching	p. 93
Mathematics Educators' Activities and Knowledge	p. 103
Mathematics Educators' Knowledge and Development	p. 105
Becoming a Teacher Educator: Perspectives from the United Kingdom and the United States	p. 113
Educators Reflecting on (Researching) Their Own Practice	p. 121
Educators and the Teacher Training Context	p. 127
Initial Mathematics Teacher Education: Comments and Reflections	p. 135
Initial Mathematics Teacher Education: Comments and Reflections	p. 139
Learning in and from Practice	p. 143
Development of Teaching in and from Practice	p. 149
Mathematics Teachers' Professional Development: Processes of Learning in and from Practice	p. 167
Tools and Settings Supporting Mathematics Teachers' Learning in and from Practice	p. 185
The Balance of Teacher Knowledge: Mathematics and Pedagogy	p. 211
Learning in and from Practice: Comments and Reflections	p. 227
Established Boundaries? A Personal Response to Learning in and from Practice	p. 231
Key Issues for Research in the Education and Professional Development of Teachers of Mathematics	p. 237
Some Reflections on Education, Mathematics, and Mathematics Education	p. 239
Toward a More Complete Understanding of Practice-Based Professional Development for Mathematics Teachers	p. 245
Public Writing in the Field of Mathematics Teacher Education	p. 249
Strengthening Practice in and Research on the Professional Education and Development of Teachers of Mathematics: Next Steps	p. 255
ICMI Study-15: List of Participants	p. 261
Author Index	p. 265
Subject Index	p. 271
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