Editors:
- Explores in-depth issues and innovations in the context of (mathematics) pre-service teacher education
- Boasts contributions by renowned international scholars doing innovative work in the field
- Addresses the current public interest in mathematics pre-service teacher education
- Includes variety of contexts and issues spanning all aspects of pre-service mathematics teacher education
- Offers insights for teacher educators, researchers, undergraduate and graduate students, administrators, and policy makers
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Table of contents (13 chapters)
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Front Matter
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Opening: “En La Lucha/In the Struggle for Mathematics Teacher Education Without Borders”
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Front Matter
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Curricular Borders in Mathematics Pre-service Teacher Education
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Front Matter
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Programmatic Borders in Mathematics Pre-service Teacher Education
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Front Matter
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Societal Borders in Mathematics Pre-service Teacher Education
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Front Matter
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Back Matter
About this book
This book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers.
Keywords
- mathematics education
- teacher education
- pre-service teacher education
- equity
- curricular borders
- continuous directed scaling
- using dynamic diagrams
- developing mathematical thinking within pre-service
- coding in the mathematics classroom
- programmatic borders
- programmatic borders
- societal borders in mathematics pre-service teacher education
- gender in mathematics pre-service teacher education
- cultural borders in mathematics pre-service teacher education
- race and racial identity in mathematics
- geographic borders in mathematics pre-service teacher education
- immigrant mathematics pre-service
- refugees, migration, and pre-service mathematics teachers
- learning and instruction
Reviews
Editors and Affiliations
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Department of Teacher Education, College of Charleston, Charleston, USA
Nenad Radakovic
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Department of Integrated Studies in Education, McGill University, Montreal, Canada
Limin Jao
About the editors
Nenad Radakovic is an Assistant Professor and Mathematics Educator at the College of Charleston, Department of Teacher Education. His Ph.D. is in the field of Curriculum Studies and Teacher Development and his doctoral research was on the pedagogy of risk in the context of secondary mathematics. Radakovic has taught secondary mathematics in Croatia, and elementary, middle school, and secondary mathematics in Toronto, Canada. Prior to his appointment at the College of Charleston, Radakovic was a Sessional Lecturer at the University of Toronto where he taught a graduate course about holistic approaches to elementary mathematics and a graduate course about making secondary mathematics meaningful. He is a Service, Teaching, and Research (STaR) Fellow with the Association of Mathematics Teacher Educators.
Limin Jao received her Ph.D. in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education (OISE) of the University of Toronto, and is currently an Assistant Professor in the Department of Integrated Studies in Education at McGill University. Her research interests include issues of exemplary teaching practice, teacher beliefs, and teacher education (pre-service and in-service), particularly in mathematics education contexts. In addition to teaching undergraduate and graduate level mathematics education courses, Jao is involved in various teacher professional development initiatives. A former secondary school mathematics teacher, Jao was also a museum educator for many years.
Bibliographic Information
Book Title: Borders in Mathematics Pre-Service Teacher Education
Editors: Nenad Radakovic, Limin Jao
DOI: https://doi.org/10.1007/978-3-030-44292-7
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-44291-0Published: 23 May 2020
Softcover ISBN: 978-3-030-44294-1Published: 23 May 2021
eBook ISBN: 978-3-030-44292-7Published: 22 May 2020
Edition Number: 1
Number of Pages: XXIV, 281
Number of Illustrations: 19 b/w illustrations, 21 illustrations in colour
Topics: Mathematics Education, Learning & Instruction, Teaching and Teacher Education