Research Trends in Mathematics Teacher Education

Abstract

Foreword.- Preface.- Contributors.- I. Mathematical Knowledge for Teaching in Teacher Education.- Understanding Preservice Teachers' Curricular Knowledge.- Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction.- Using Coordination Classes to Analyze Preservice Middle-Grades Teachers' Difficulties in Determining Direct Proportion Relationships.- A Processes Lens on a Beginning Teacher's Personal and Classroom Mathematics.- Commentary on Section 1: Mounting Progress on Understanding Mathematics Teacher Content Knowledge.- II. Beliefs and Identities in Mathematics Teacher Education.- Photo-Elicitation/Photovoice Interviews to Study Mathematics Teacher Identity.- Teachers, Attributions, and Students' Mathematical Work.- Teacher Identity and Tensions of Teaching Mathematics in High-Stakes Accountability Contexts.- Teachers' Learning Journeys Toward Reasoning and Sense Making.- Commentary on Section 2: Attending to Teachers in Mathematics Teacher Education Research.- III. Tools and Techniques for Supporting Teacher Learning.- Preservice Elementary Mathematics Teachers' Emerging Ability to Write Problems to Build on Children's Mathematics.- Examining the Relationship Between Preservice Elementary Teachers' Attitutudes Toward Mathematics and Professional Noticing Capacities.- Transitions in Prospective Mathematics Teacher Noticing.- Teachers' Uses of a Learning Trajectory as a Tool for Mathematics Lesson Planning.- Commentary on Section 3: Research on Teachers' Focusing on Children's Thinking: Teacher Noticing and Learning Trajectories.- Overall Commentary: Understanding and Changing Teachers.- Author Index.- Subject Index.