Even / Artigue / Loewenberg Ball The Professional Education and Development of Teachers of Mathematics

The 15th ICMI Study
2009
ISBN: 978-0-387-09601-8
Verlag: Springer US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 11, 280 Seiten, eBook

Reihe: New ICMI Study Series

The premise of the 15 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. 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.

is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.

Zielgruppe

Research

Autoren/Hrsg.

Artigue, Michèle

Even, Ruhama

Loewenberg Ball, Deborah

Inhaltsverzeichnis

Initial Mathematics Teacher Education.- The Preparation of Teachers.- Overview of Teacher Education Systems Across the World.- Components of Mathematics Teacher Training.- Practising Mathematics Teacher Education: Expanding The Realm of Possibilities.- Learning to Teach Mathematics: Expanding the Role of Practicum as an Integrated Part of a Teacher Education Programme.- Student Teachers’ Experiences and Early Years of Teaching.- Studying Student Teachers’ Voices and Their Beliefs and Attitudes.- School Experience During Pre-Service Teacher Education from the Students’ Perspective.- 1.2.3.- Mathematics EducatorS’ Activities and Knowledge.- Mathematics Educators’ Knowledge and Development.- Becoming a Teacher Educator: Perspectives from the United Kingdom and the United States.- Educators Reflecting on (Researching) Their Own Practice.- Educators and the Teacher Training Context.- Initial Mathematics Teacher Education: Comments and Reflections.- Initial Mathematics Teacher Education: Comments and Reflections.- Learning in and from Practice.- Development of Teaching in and from Practice.- Mathematics Teachers’ Professional Development: Processes of Learning in and from Practice.- Tools and Settings Supporting Mathematics Teachers’ Learning in and from Practice.- The Balance of Teacher Knowledge: Mathematics and Pedagogy.- Learning in and from Practice: Comments and Reflections.- Established Boundaries? A Personal Response to Learning in and from Practice.- Key Issues for Research in the Education and Professional Development of Teachers of Mathematics.- Some Reflections on Education, Mathematics, and Mathematics Education.- Toward a More Complete Understanding of Practice-Based Professional Development for Mathematics Teachers.- Public Writing in the Field of Mathematics Teacher Education.- Strengthening Practice in and Research on the Professional Education and Development of Teachers of Mathematics: Next Steps.- Setting the Stage for the ICMI Study on the Professional Education and Development of Teachers of Mathematics.- Setting the Stage for the ICMI Study on the Professional Education and Development of Teachers of Mathematics.

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