Buch, Englisch, 328 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 511 g
Reihe: ICME-13 Monographs
Knowledge, Identity, and Pedagogical Practices
Buch, Englisch, 328 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 511 g
Reihe: ICME-13 Monographs
ISBN: 978-3-030-08166-9
Verlag: Springer Nature Switzerland
This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics.
Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher’ success in developing pedagogical strategies that lead toward students’ mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers ´professional identities.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
- Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
Weitere Infos & Material
Introduction
Section I. Field Experience
The Structure of Student Teaching Can Change the Focus to Students’ Mathematical Thinking
Transforming Secondary Mathematics Teacher Preparation Via a Networked Improvement Community: Focus on Clinical Experiences
Pre-Service Teachers’ Reflections on Their Teaching
Gaining Valuable Field Experience Through the Use of Informal Learning Environments
Diagnosis-based Adaptations of Mathematics Lessons
Section II. Use of Technologies and Tools
Contemporary Framing of Technology in Mathematics Teaching
Prospective Mathematics Teachers' Perspectives on Technology
Preservice Mathematics Teachers’ Effective Use of Technology:
Analyzing the Cognitive Demands of Technology-Based Instructional Activities
Section III. Mathematics for Teaching
Prospective Mathematics Teacher Argumentation While Interpreting Classroom Incidents.
Designing a Competence-based Entry Course for Prospective Secondary Mathematics Teachers
Nurturing Knowledge of Mathematical Modeling for Teaching
Future Teachers’ Use of Multiplication and Fractions When Expressing Proportional Relationships
Marking Mathematics Exams as a Tool for Secondary Teacher Training
Section IV. Professional Identity and Disposition
Prospective Mathematics Teachers’ Professional Identity
Exploring Pre-service Teachers’ Self-perceptions of Mathematical Knowledge for Teaching
Exploring the Initial Convictions and Mindset of Prospective Mathematics Teachers Towards Modelling
Conclusion
