Making Sense of Mathematics Teacher Education
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 mathe...
| Other Authors: | , |
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| Format: | eBook |
| Language: | English |
| Published: |
Dordrecht
Springer Netherlands
2001, 2001
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| Edition: | 1st ed. 2001 |
| Subjects: | |
| Online Access: | |
| Collection: | Springer Book Archives -2004 - Collection details see MPG.ReNa |
Table of Contents:
- 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 Teachers’ 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 “Practical Theorising” in Initial Teacher Education
- Preparing Teachers for Handling Students’ Mathematical Communication: Gathering Knowledge and Building Tools
- Section IV: MAking Sense of the Context of Teaching
- An Approach for Supporting Teachers’ 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
- Teachers’ Growth is More Than the Growth of Individual Teachers: The Case of Gisela
- Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learners