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Borders in Mathematics Pre-Service Teacher Education

Editors: Radakovic, Nenad, Jao, Limin (Eds.)

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  • 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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  • ISBN 978-3-030-44292-7
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Hardcover 124,79 €
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  • ISBN 978-3-030-44291-0
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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. ​


About the authors

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.

Table of contents (13 chapters)

Table of contents (13 chapters)
  • En La Lucha/in the Struggle for Mathematics Teacher Education Without Borders

    Pages 3-18

    Crespo, Sandra

  • Continuous Directed Scaling: How Could Dynamic Multiplication and Division Diagrams Be Used to Cross Mathematical Borders?

    Pages 21-45

    Dimmel, Justin K. (et al.)

  • Crossing Disciplinary Borders in Pre-service Teacher Education: Historical Consciousness as a Tool to Develop Awareness of Mathematical Positionality to Achieve Epistemic Change

    Pages 47-73

    Kobiela, Marta (et al.)

  • Secondary Pre-service Teachers’ Experiences in a Numeracy Course

    Pages 75-90

    Hall, Jennifer (et al.)

  • Mathematics Crossing Borders: A Comparative Analysis of Models for Integrating Mathematics with Other Disciplines in Pre-service Teacher Education

    Pages 91-115

    Goos, Merrilyn

Buy this book

eBook 99,99 €
price for Spain (gross)
  • ISBN 978-3-030-44292-7
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 124,79 €
price for Spain (gross)
  • ISBN 978-3-030-44291-0
  • Free shipping for individuals worldwide
  • Immediate ebook access, if available*, with your print order
  • Usually dispatched within 3 to 5 business days.
  • The final prices may differ from the prices shown due to specifics of VAT rules
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Bibliographic Information

Bibliographic Information
Book Title
Borders in Mathematics Pre-Service Teacher Education
Editors
  • Nenad Radakovic
  • Limin Jao
Copyright
2020
Publisher
Springer International Publishing
Copyright Holder
Springer Nature Switzerland AG
eBook ISBN
978-3-030-44292-7
DOI
10.1007/978-3-030-44292-7
Hardcover ISBN
978-3-030-44291-0
Edition Number
1
Number of Pages
XXIV, 281
Number of Illustrations
19 b/w illustrations, 21 illustrations in colour
Topics

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