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Research Advances in the Mathematical Education of Pre-service Elementary Teachers

An International Perspective

  • Book
  • © 2018

Overview

Editors:
  1. Gabriel J. Stylianides

    1. Department of Education, University of Oxford, Oxford, United Kingdom

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    You can also search for this editor in PubMed   Google Scholar

  2. Keiko Hino

    1. Graduate School of Education, Utsunomiya University, Utsunomiya, Japan

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    You can also search for this editor in PubMed   Google Scholar

  • Examines new trends and developments in research related to the mathematical education of pre-service elementary teachers
  • Provides international examples of teacher education practices
  • Offers a forum for discussing and debating the state of the art in the field
  • Includes supplementary material: sn.pub/extras

Part of the book series: ICME-13 Monographs (ICME13Mo)

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Table of contents (20 chapters)

  1. Front Matter

    Pages i-xi
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  2. Pre-service Teachers’ Mathematics-Content and Mathematics-Specific Pedagogical Preparation

    1. Front Matter

      Pages 1-1
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    2. Using Mathematics-Pedagogy Tasks to Facilitate the Professional Growth of Pre-service Elementary Teachers

      • Fou-Lai Lin, Hui-Yu Hsu
      Pages 3-17

    3. Investigating the Relationship Between Prospective Elementary Teachers’ Math-Specific Knowledge Domains

      • Roland Pilous, Timo Leuders, Christian Rüede
      Pages 19-35

    4. A Self-study of Integrating Computer Technology in a Geometry Course for Prospective Elementary Teachers

      • Jane-Jane Lo
      Pages 37-53

    5. Pre-service Elementary Teachers’ Generation of Multiple Representations to Word Problems Involving Proportions

      • Ryan D. Fox
      Pages 55-69

    6. Pre-service Teachers’ Mathematics-Content and Mathematics-Specific Pedagogical Preparation

      • Ana Donevska-Todorova, Martin Guljamow, Katja Eilerts
      Pages 71-80

  3. Professional Growth Through Activities and Assessment Tools Used in Mathematics Teacher Preparation Programs

    1. Front Matter

      Pages 81-81
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    2. Preparing Elementary School Teachers of Mathematics: A Continuing Challenge

      • Francis (Skip) Fennell
      Pages 83-95

    3. Designing Non-routine Mathematical Problems as a Challenge for High Performing Prospective Teachers

      • Marjolein Kool, Ronald Keijzer
      Pages 97-109

    4. Pre-service Teacher Procedural and Conceptual Knowledge of Fractions

      • Eda Vula, Jeta Kingji-Kastrati
      Pages 111-123

    5. Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking

      • Meghan Shaughnessy, Timothy Boerst
      Pages 125-140

    6. Professional Growth Through Activities and Assessment Tools Used in Mathematics Teacher Preparation Programs

      • JeongSuk Pang
      Pages 141-151

  4. Pre-service Mathematics Teachers’ Knowledge and Beliefs

    1. Front Matter

      Pages 153-153
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    2. An Investigation of Prospective Elementary Teachers’ Argumentation from the Perspective of Mathematical Knowledge for Teaching and Evaluating

      • Yusuke Shinno, Tomoko Yanagimoto, Katsuhiro Uno
      Pages 155-169

    3. The Mathematics Backgrounds and Mathematics Self-efficacy Perceptions of Pre-service Elementary School Teachers

      • Gönül Güneş
      Pages 171-186

    4. Mathematics Teachers’ Knowledge and Productive Disposition for Teaching: A Framework and Measure

      • Erik Jacobson, Fetiye Aydeniz, Mark Creager, Michael Daiga, Erol Uzan
      Pages 187-203

    5. Prospective Mathematics Teachers’ Opinions About Their Opportunities for Learning How to Teach to a Diverse Group of Students

      • Derya Çelik, Serhat Aydın, Zeynep Medine Özmen, Kadir Gürsoy, Duygu Arabacı, Mustafa Güler et al.
      Pages 205-218

    6. Pre-service Mathematics Teachers’ Knowledge and Beliefs

      • Andreas J. Stylianides, Seán Delaney
      Pages 219-228

  5. Perspectives on Noticing in the Preparation of Elementary Mathematics Teachers

    1. Front Matter

      Pages 229-229
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Keywords

About this book

This book examines new trends and developments in research related to the mathematical education of pre-service elementary teachers, and explores the implications of these research advances for theory and practice in teacher education. 

The book is organized around the following four overarching themes: pre-service teachers’ mathematics content and mathematics-specific pedagogical preparation; professional growth through activities and assessment tools used in mathematics teacher preparation programs; pre-service mathematics teachers’ knowledge and beliefs; and perspectives on noticing in the preparation of elementary mathematics teachers. 

Including contributions from researchers working in 11 different countries, the book offers a forum for discussing and debating the state of the art regarding the mathematical preparation of pre-service elementary teachers. By presenting and discussing the findings of research conducted in different countries, the book offers also opportunities to readers to learn about varying teacher education practices around the world, such as: innovative practices in advancing or assessing teachers’ knowledge and beliefs, similarities and differences in the formal mathematics education of teachers, types of and routes in teacher education, and factors that can influence similarities or differences.

Editors and Affiliations

  • Department of Education, University of Oxford, Oxford, United Kingdom

    Gabriel J. Stylianides

  • Graduate School of Education, Utsunomiya University, Utsunomiya, Japan

    Keiko Hino

Bibliographic Information

  • Book Title: Research Advances in the Mathematical Education of Pre-service Elementary Teachers

  • Book Subtitle: An International Perspective

  • Editors: Gabriel J. Stylianides, Keiko Hino

  • Series Title: ICME-13 Monographs

  • DOI: https://doi.org/10.1007/978-3-319-68342-3

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer International Publishing AG 2018

  • Hardcover ISBN: 978-3-319-68341-6Published: 28 November 2017

  • Softcover ISBN: 978-3-319-88584-1Published: 23 May 2018

  • eBook ISBN: 978-3-319-68342-3Published: 16 November 2017

  • Series ISSN: 2520-8322

  • Series E-ISSN: 2520-8330

  • Edition Number: 1

  • Number of Pages: XI, 304

  • Number of Illustrations: 48 b/w illustrations

  • Topics: Mathematics Education, Teaching and Teacher Education, Learning & Instruction, International and Comparative Education

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