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The Professional Education and Development of Teachers of Mathematics

The 15th ICMI Study

  • Book
  • © 2009

Overview

Editors:
  1. Ruhama Even

    1. Weizmann Institute of Science, Rehovot, Israel

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    You can also search for this editor in PubMed   Google Scholar

  2. Deborah Loewenberg Ball

    1. University of Michigan, Ann Arbor, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Focuses specifically on mathematics teacher education development
  • Provides practical strategies for learning
  • Addresses the balance between pedagogy and mathematical content
  • Edited by the world's leading scholars on mathematics teacher education, teacher knowledge, and teacher education.

Part of the book series: New ICMI Study Series (NISS, volume 11)

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Table of contents (27 chapters)

  1. Front Matter

    Pages I-XI
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  2. Setting the Stage for the ICMI Study on the Professional Education and Development of Teachers of Mathematics

    1. Front Matter

      Pages 1-1
      Download chapter PDF

    2. Setting the Stage for the ICMI Study on the Professional Education and Development of Teachers of Mathematics

      • Ruhama Even, Deborah Loewenberg Ball
      Pages 1-9

  3. Initial Mathematics Teacher Education

    1. Front Matter

      Pages 11-12
      Download chapter PDF

    2. The Preparation of Teachers

      • Jarmila Novotná
      Pages 13-14

    3. Overview of Teacher Education Systems Across the World

      • Maria Teresa Tatto, Stephen Lerman, Jarmila Novotná
      Pages 15-23

    4. Components of Mathematics Teacher Training

      • Peter Liljedahl, V. Durand-Guerrier, C. Winsløw, I. Bloch, P. Huckstep, T. Rowland et al.
      Pages 25-33

    5. Practising Mathematics Teacher Education: Expanding The Realm of Possibilities

      • Uwe Gellert, S. Amato, M. Bairral, L. Zanette, I. Bloch, G. Gadanidis et al.
      Pages 35-55

    6. Learning to Teach Mathematics: Expanding the Role of Practicum as an Integrated Part of a Teacher Education Programme

      • Christer Bergsten, Barbro Grevholm, Franco Favilli, N. Bednarz, J. Proulx, D. Mewborn et al.
      Pages 57-70

    7. Student Teachers’ Experiences and Early Years of Teaching

      • Stephen Lerman
      Pages 71-71

    8. Studying Student Teachers’ Voices and Their Beliefs and Attitudes

      • Stephen Lerman, S. A. Amato, N. Bednarz, M. M. M. S. David, V. Durand-Guerrier, G. Gadanis et al.
      Pages 73-82

    9. School Experience During Pre-Service Teacher Education from the Students’ Perspective

      • Merrilyn Goos, B. Arvold, N. Bednarz, L. DeBlois, J. Maheux, F. Morselli et al.
      Pages 83-91

    10. Chapter 1.2.3

      • Carl Winsløw, C. Bergsten, D. Butlen, M. David, P. Gómez, B. Grevholm et al.
      Pages 93-101

    11. Mathematics EducatorS’ Activities and Knowledge

      • Pedro Gómez
      Pages 103-104

    12. Mathematics Educators’ Knowledge and Development

      • Orit Zaslavsky
      Pages 105-111

    13. Becoming a Teacher Educator: Perspectives from the United Kingdom and the United States

      • Sue Pope, Denise S. Mewborn
      Pages 113-119

    14. Educators Reflecting on (Researching) Their Own Practice

      • Olive Chapman
      Pages 121-126

    15. Educators and the Teacher Training Context

      • Richard Millman, Paola Iannone, Peter Johnston-Wilder
      Pages 127-133

    16. Initial Mathematics Teacher Education: Comments and Reflections

      • Gilah Leder
      Pages 135-138

    17. Initial Mathematics Teacher Education: Comments and Reflections

      • Shiqi Li
      Pages 139-141
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Keywords

About this book

The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators.

The Professional Education and Development of Teachers of Mathematics is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.

Editors and Affiliations

  • Weizmann Institute of Science, Rehovot, Israel

    Ruhama Even

  • University of Michigan, Ann Arbor, USA

    Deborah Loewenberg Ball

About the editors


Bibliographic Information

  • Book Title: The Professional Education and Development of Teachers of Mathematics

  • Book Subtitle: The 15th ICMI Study

  • Editors: Ruhama Even, Deborah Loewenberg Ball

  • Series Title: New ICMI Study Series

  • DOI: https://doi.org/10.1007/978-0-387-09601-8

  • Publisher: Springer New York, NY

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer-Verlag US 2009

  • Hardcover ISBN: 978-0-387-09600-1Published: 17 November 2008

  • Softcover ISBN: 978-1-4419-3496-3Published: 29 November 2010

  • eBook ISBN: 978-0-387-09601-8Published: 16 November 2008

  • Series ISSN: 1387-6872

  • Series E-ISSN: 2215-1745

  • Edition Number: 1

  • Number of Pages: XII, 280

  • Topics: Mathematics Education, Teaching and Teacher Education

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