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Making Sense of Mathematics Teacher Education - Fou-Lai Lin

Making Sense of Mathematics Teacher Education

By: Fou-Lai Lin (Editor), Thomas J. Cooney (Editor)

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Published: 31st July 2001
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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.

Prefacep. 1
Perspectives on Teacher Education
Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Developmentp. 9
A Review of Research Perspectives on Mathematics Teacher Educationp. 33
Making Sense of Mathematics
Investigating Mathematics and Learning to Teach Mathematicsp. 53
Using the Intuitive-Rules Theory as a Basis for Educating Teachersp. 73
The Use of New Technologies as a Vehicle for Restructuring Teachers' Mathematicsp. 87
Making Sense of Teaching
Digitizing Real Teaching Practice for Teacher Education Programmes: The MILE Approachp. 111
Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makersp. 147
Mathematics Teaching, Teacher Education, and Educational Research: Developing "Practical Theorising" in Initial Teacher Educationp. 165
Preparing Teachers for Handling Students' Mathematical Communication: Gathering Knowledge and Building Toolsp. 185
Making Sense of the Context of Teaching
An Approach for Supporting Teachers' Learning in Social Contextp. 207
Educating Student Teachers About Values in Mathematics Educationp. 233
Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachersp. 247
Making Sense of the Complexity of Teacher Education
Teachers' Growth is More Than the Growth of Individual Teachers: The Case of Giselap. 271
Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learnersp. 295
Indexp. 321
Table of Contents provided by Blackwell. All Rights Reserved.

ISBN: 9780792369868
ISBN-10: 0792369866
Audience: General
Format: Paperback
Language: English
Number Of Pages: 335
Published: 31st July 2001
Publisher: Springer
Country of Publication: NL
Dimensions (cm): 23.39 x 15.6  x 1.83
Weight (kg): 0.49