Making Sense of Mathematics Teacher Education.

Abstract

Preface. Section I: Perspectives on Teacher Education. Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development T.J. Cooney. A Review of Research Perspectives on Mathematics Teacher Education S. Lerman. Section II: Making Sense of Mathematics. Investigating Mathematics and Learning to Teach Mathematics J.P. da Ponte. Using the Intuitive-Rules Theory as a Basis for Educating Teachers D. Tirosh, et al. The Use of New Technologies as a Vehicle for Restructuring Teachers' Mathematics C. Laborde. Section III: Making Sense of Teaching. Digitizing Real Teaching Practice for Teacher Education Programmes: The MILE Approach F. Goffree, W. Oonk. Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers P. Sullivan, J. Mousley. Mathematics Teaching, Teacher Education, and Educational Research: Developing 'Practical Theorising' in Initial Teacher Education K. Ruthven. Preparing Teachers for Handling Students' Mathematical Communication: Gathering Knowledge and Building Tools A. Sfard, C. Kieran. Section IV: Making Sense of the Context of Teaching. An Approach for Supporting Teachers' Learning in Social Context P. Cobb, K. McClain. Educating Student Teachers About Values in Mathematics Education A.J. Bishop. Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachers C. Chin, et al. Section V: Making Sense of the Complexity of Teacher Education. Teachers' Growth is More Than the Growth of Individual Teachers: The Case of Gisela K. Krainer. Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learners B. Jaworski. Index.