Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching. Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers’ learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to student learning) and illustrate how knowledge can be accessed, assessed, and nurtured over the course of a teaching career. Commentaries provide context for current research while identifying areas deserving future study. Included among the topics: Teachers’ curricular knowledge Teachers’ personal and classroom mathematics Teachers’ learning journeys toward reasoning and sense-making Teachers’ transitions in noticing Teachers’ uses of a learning trajectory as a tool for mathematics lesson planning A unique and timely set of perspectives on the professional development of mathematics teachers at all stages of their careers, Research Trends in Mathematics Teacher Education brings clarity and practical advice to researchers as well as practitioners in this increasingly critical arena.  

Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.

"Research Trends in Mathematics Teacher Education" focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers' learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to student learning) and illustrate how knowledge can be accessed, assessed, and nurtured over the course of a teaching career. Commentaries provide context for current research while identifying areas deserving future study. Included among the topics: Teachers' curricular knowledgeTeachers' personal and classroom mathematicsTeachers' learning journeys toward reasoning and sense-makingTeachers' transitions in noticingTeachers' uses of a learning trajectory as a tool for mathematics lesson planning

A unique and timely set of perspectives on the professional development of mathematics teachers at all stages of their careers, "Research Trends in Mathematics Teacher Education" brings clarity and practical advice to researchers as well as practitioners in this increasingly critical arena."

This book provides examples of the ways in which 9-12 grade mathematics teachers from across North America are engaging in research. It offers a glimpse of the questions that capture the attention of teachers, the methodologies that they use to gather data, and the ways in which they make sense of what they find. The focus of these teachers' investigations into mathematics classrooms ranges from students' understanding of content to pedagogical changes to social issues. Underlying the chapters is the common goal of enabling students to develop a deep understanding of the mathematics they learn in their classrooms. By opening their analysis of their classroom practice to our inspection, these courageous teachers have invited us to think along with them and to learn more about our own teaching as a result. By sharing their work, they have given the mathematics education community an important opportunity. Everyone who reads this book-teachers, researchers, teacher-researchers, policy makers, administrators, and others interested in mathematics education-can learn from the findings and the light that they shed on issues important to mathematics education. This book, and the series of which it is a part, also provides the opportunity to step back and reflect on what can be learned about research from teachers who have engaged in the process. Areas of insight include: (a) the importance of collaboration and participation in communities that value research, (b) the potential of teacher research as a way to warrant teacher practice, (c) the power of video and other artifacts of teaching to support classroom inquiry, (d) connections between teaching and research, and (e) the publication process as professional development.

This book provides examples of the ways in which 9-12 grade mathematics teachers from across North America are engaging in research. It offers a glimpse of the questions that capture the attention of teachers, the methodologies that they use to gather data, and the ways in which they make sense of what they find. The focus of these teachers' investigations into mathematics classrooms ranges from students' understanding of content to pedagogical changes to social issues. Underlying the chapters is the common goal of enabling students to develop a deep understanding of the mathematics they learn in their classrooms. By opening their analysis of their classroom practice to our inspection, these courageous teachers have invited us to think along with them and to learn more about our own teaching as a result. By sharing their work, they have given the mathematics education community an important opportunity. Everyone who reads this book-teachers, researchers, teacher-researchers, policy makers, administrators, and others interested in mathematics education-can learn from the findings and the light that they shed on issues important to mathematics education. This book, and the series of which it is a part, also provides the opportunity to step back and reflect on what can be learned about research from teachers who have engaged in the process. Areas of insight include: (a) the importance of collaboration and participation in communities that value research, (b) the potential of teacher research as a way to warrant teacher practice, (c) the power of video and other artifacts of teaching to support classroom inquiry, (d) connections between teaching and research, and (e) the publication process as professional development.