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Research in mathematics teacher education as a distinctive field of
inquiry has grown substantially over the past 10-15 years. Within
this field there is emerging interest in how mathematics teacher
educators (MTEs) themselves learn and develop. Until recently there
were few published studies on this topic, and the processes by
which mathematics teacher educators learn, and the forms of
knowledge they require for effective practice, had not been
systematically investigated. However, researchers in mathematics
education are now beginning to investigate the development of MTE
expertise and associated issues. This volume draws on the latest
research and thinking in this area is therefore timely to stimulate
future development and directions. It will survey the emerging
field of inquiry in mathematics education, combining the work of
established scholars with perspectives of newcomers to the field,
with the aim of influencing development of the field, invite
cross-cultural comparisons in becoming a mathematics teacher
educator by highlighting issues in the development of MTEs in
different countries, and examine the roles of both mathematics
educators and mathematicians in preparing future teachers of
mathematics. The primary audience will be university-based
mathematics teacher educators and MTE researchers, and postgraduate
research students who are seeking academic careers as MTEs.
Additional interest may come from teacher educators in disciplines
other than mathematics, and education policy makers responsible for
accreditation and quality control of initial teacher education
programs.
Research in mathematics teacher education as a distinctive field of
inquiry has grown substantially over the past 10-15 years. Within
this field there is emerging interest in how mathematics teacher
educators (MTEs) themselves learn and develop. Until recently there
were few published studies on this topic, and the processes by
which mathematics teacher educators learn, and the forms of
knowledge they require for effective practice, had not been
systematically investigated. However, researchers in mathematics
education are now beginning to investigate the development of MTE
expertise and associated issues. This volume draws on the latest
research and thinking in this area is therefore timely to stimulate
future development and directions. It will survey the emerging
field of inquiry in mathematics education, combining the work of
established scholars with perspectives of newcomers to the field,
with the aim of influencing development of the field, invite
cross-cultural comparisons in becoming a mathematics teacher
educator by highlighting issues in the development of MTEs in
different countries, and examine the roles of both mathematics
educators and mathematicians in preparing future teachers of
mathematics. The primary audience will be university-based
mathematics teacher educators and MTE researchers, and postgraduate
research students who are seeking academic careers as MTEs.
Additional interest may come from teacher educators in disciplines
other than mathematics, and education policy makers responsible for
accreditation and quality control of initial teacher education
programs.
This open access book investigates current issues related to the
evolution of research on teaching mathematics and examines up to
thirty years of presage-process-product research (PPPR) in
mathematics with respect to conceptualization, instrumentation, and
design. The book discusses the theoretical and methodological
challenges associated with PPPR, critically reviews current
research, and explores the likely direction of further developments
to identify future paths for research on high-quality mathematics
teaching in the digital era. Subjects that are covered in this work
focus on the relationships between 1) student learning outcomes
measured upon completion of the mathematics teaching; 2) student
learning activities in the classroom; 3) interactive mathematics
teacher activities, and best practices in mathematics classrooms
conducted in the presence of students; 4) pre-post-active
mathematics teacher activities such as planning, assessment, and
other teaching-related activities outside of the classroom; 5)
mathematics teachers’ competencies, knowledge, and skills; and 6)
mathematics teachers’ characteristics, including beliefs,
attitudes, and motivation. This book discusses the evolution of
such research in mathematics teaching and teacher education in the
digital era and is of interest to researchers exploring the field
of mathematics teaching and mathematics teacher education as well
as educators.
This open access book investigates current issues related to the
evolution of research on teaching mathematics and examines up to
thirty years of presage-process-product research (PPPR) in
mathematics with respect to conceptualization, instrumentation, and
design. The book discusses the theoretical and methodological
challenges associated with PPPR, critically reviews current
research, and explores the likely direction of further developments
to identify future paths for research on high-quality mathematics
teaching in the digital era. Subjects that are covered in this work
focus on the relationships between 1) student learning outcomes
measured upon completion of the mathematics teaching; 2) student
learning activities in the classroom; 3) interactive mathematics
teacher activities, and best practices in mathematics classrooms
conducted in the presence of students; 4) pre-post-active
mathematics teacher activities such as planning, assessment, and
other teaching-related activities outside of the classroom; 5)
mathematics teachers’ competencies, knowledge, and skills; and 6)
mathematics teachers’ characteristics, including beliefs,
attitudes, and motivation. This book discusses the evolution of
such research in mathematics teaching and teacher education in the
digital era and is of interest to researchers exploring the field
of mathematics teaching and mathematics teacher education as well
as educators.
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