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The late-1990s sees a substantial exchange and communication
between countries as researchers attempt to find out why so many
children "fail" at a subject deemed crucial for economic survival.
This text charts current thinking and trends in maths teacher
education around the world, and looks critically at the inservice
education of maths teachers. Divided into two parts, the first has
contributors present the processes, practices and issues in teacher
education projects in ten countries: Israel; Portugal; South
Africa; US; Lebanon; Austria; New Zealand; UK; Australia and
Canada. The second part consists of critical discussions of these
processes and issues in the light of current teacher education
philosophies.
Currently there is substantial exchange and communication between academic communities around the world as researchers endeavour to discover why so many children 'fail' at a subject that society deems crucial for future economic survival. This book charts current thinking and trends in teacher education around the world, and looks critically at the inservice education of maths teachers. The contributors explore the processes , practices and issues in teacher education projects in ten countries and these are then discussed and related to current philosophies of teacher education. The book provides an insight into the successes and shortcomings of many different approaches to maths education.
The arena in which the preparation of student-teachers for the
teaching of mathematics takes place is shifting its foundations and
moving its boundaries. The whole basis of teacher education at
secondary level is in flux with a move towards teacher-education
programmes which are largely school based. Increasingly, there is
seen to be an important role for the school teacher who acts as
mentor to the student teacher in some relationship with a tutor
from the initial training i nstitution.; Teachers who are being
encouraged to take on the mentoring role need preparation for its
demands and teacher education courses need increasingly to make
provision for the education and support of mentors. The purpose of
this book is to discuss the mentoring process, to provide ideas and
to highlight issues. It provides both practical help and guidance,
and a philosophical consideration of the development of mathematics
teachers and teaching.
Contents: An Investigative Approach: Why and How?; Constructivism: A Philosophy of Knowledge and Learning; Working with Two Teachers: Defining the Study; The Research Process; Interlude 1: From Phase 1 to Phase 2; Clare: Origins of the Teaching Triad; Mike: Significant Episodes and the Teaching Triad; Interlude 2: From Phase 2 to Phase 3; Ben: Affirming the Teaching Triad; Investigative Mathematics Teaching: Characteristics and Tensions; Reflection and Development; Epilogue.
The arena in which the preparation of student-teachers for the
teaching of mathematics takes place is shifting its foundations and
moving its boundaries. The whole basis of teacher education at
secondary level is in flux with a move towards teacher-education
programmes which are largely school based. Increasingly, there is
seen to be an important role for the school teacher who acts as
mentor to the student teacher in some relationship with a tutor
from the initial training i nstitution.; Teachers who are being
encouraged to take on the mentoring role need preparation for its
demands and teacher education courses need increasingly to make
provision for the education and support of mentors. The purpose of
this book is to discuss the mentoring process, to provide ideas and
to highlight issues. It provides both practical help and guidance,
and a philosophical consideration of the development of mathematics
teachers and teaching.
Barbara Jaworski addresses a number of questions that are central to research on reform in mathematics education today. In this volume she attempts to chart critically yet honestly her own developing ideas as she undertakes a several-year-long enquiry into mathematics teaching and gives a very personal account of her developing conceptions, conjectures, thoughts and reflections. The author accounts for her research both genetically and biographically, simultaneously restructuring the development of her ideas and giving a rigorous, critical and reflective account.
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CD
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Discovery Miles 1 540
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