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Since its first publication, Teaching Secondary School Mathematics
has established itself as one of the most respected and popular
texts for both pre-service and in-service teachers. This new
edition has been fully revised and updated to reflect the major
changes brought about by the introduction of the Australian
Curriculum: Mathematics, as well as discussing significant research
findings, the evolution of digital teaching and learning
technologies, and the implications of changes in education policies
and practices. The mathematical proficiencies that now underpin the
Australian curriculum -- understanding, fluency, problem solving
and reasoning -- are covered in depth in Part 1, and a new section
is devoted to the concept of numeracy. The chapter on digital tools
and resources has been significantly expanded to reflect the
growing use of these technologies in the classroom, while the
importance of assessment is recognised with new material on
assessment for learning and as learning, along with a consideration
of policy development in this area. Important research findings on
common student misconceptions and new and effective approaches for
teaching key mathematical skills are covered in detail. As per the
first edition readers will find a practical guide to pedagogical
approaches and the planning and enactment of lessons together with
enhanced chapters on teaching effectively for diversity, managing
issues of inequality and developing effective relationships with
parents and the community. This book is the essential pedagogical
tool for every emerging teacher of secondary school mathematics.
'The text offers an excellent resource for all of those involved in
the preparation of secondary mathematics teachers, with links to
research literature, exemplars of classroom practices, and
instructional activities that encourage readers to actively examine
and critique practices within their own educational settings.'
Professor Glenda Anthony, Institute of Education, Massey University
'A rich and engaging textbook that covers all of the important
aspects of learning to become an effective secondary mathematics
teacher. The second edition of this text ... is further enhanced
with updated references to the Australian Curriculum, NAPLAN, STEM,
current Indigenous, social justice and gender inequity issues, and
the place of Australian mathematics curricula on the world stage.'
Dr Christine Ormond, Senior Lecturer, Edith Cowan University
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.
With the ninth edition of the four-yearly review of mathematics
education research in Australasia, the Mathematics Education
Research Group of Australasia (MERGA) discusses the Australasian
research in mathematics education in the four years from 2012-2015.
This review aims to critically promote quality research and focus
on the building of research capacity in Australasia.
Since its first publication, Teaching Secondary School Mathematics
has established itself as one of the most respected and popular
texts for both pre-service and in-service teachers. This new
edition has been fully revised and updated to reflect the major
changes brought about by the introduction of the Australian
Curriculum: Mathematics, as well as discussing significant research
findings, the evolution of digital teaching and learning
technologies, and the implications of changes in education policies
and practices.The mathematical proficiencies that now underpin the
Australian curriculum -- understanding, fluency, problem solving
and reasoning -- are covered in depth in Part 1, and a new section
is devoted to the concept of numeracy. The chapter on digital tools
and resources has been significantly expanded to reflect the
growing use of these technologies in the classroom, while the
importance of assessment is recognised with new material on
assessment for learning and as learning, along with a consideration
of policy development in this area. Important research findings on
common student misconceptions and new and effective approaches for
teaching key mathematical skills are covered in detail.As per the
first edition readers will find a practical guide to pedagogical
approaches and the planning and enactment of lessons together with
enhanced chapters on teaching effectively for diversity, managing
issues of inequality and developing effective relationships with
parents and the community.This book is the essential pedagogical
tool for every emerging teacher of secondary school
mathematics.'The text offers an excellent resource for all of those
involved in the preparation of secondary mathematics teachers, with
links to research literature, exemplars of classroom practices, and
instructional activities that encourage readers to actively examine
and critique practices within their own educational settings.'
Professor Glenda Anthony, Institute of Education, Massey
University'A rich and engaging textbook that covers all of the
important aspects of learning to become an effective secondary
mathematics teacher. The second edition of this text ...is further
enhanced with updated references to the Australian Curriculum,
NAPLAN, STEM, current Indigenous, social justice and gender
inequity issues, and the place of Australian mathematics curricula
on the world stage. ' Dr Christine Ormond, Senior Lecturer, Edith
Cowan University
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