What do we know about mathematics teacher education? What evidence do we have? What comes next?

Abstract

Please take some time to think about each of these issues before continuing. In this editorial I first describe my attempt to address these issues. Then, I briefly relate to each of the four articles that constitute this issue. I end with personal notes. The first issue (What are the main publications in your domain?) seems relatively easy. I shall mention some journals including the Journal of Mathematics Teacher Education, Educational Studies in Mathematics, the Journal for Research in Mathematics Education, the Journal of Mathematical Behavior, and the International Journal of Science and Mathematics Education. I shall also refer to the main handbooks that were published in mathematics education in the last years, including the four volumes of the International Handbook of Mathematics Teacher Education (Wood 2008), the Second Handbook of Research on Mathematics Teaching and Learning (Lester 2008), The Handbook of International Research in Mathematics Education (English 2008) and the Second International Handbook of Mathematics Education (Bishop et al. 2003). Then, I shall mention some books, for instance, the recently published books in Springer’s series of mathematics teacher education (e.g., Clarke et al. 2009) and several books and articles on effective professional development (e.g., Clarke 1994; Loucks-Horsley et al. 1998). The second issue (What are the main issues in your domain?) is more complicated. I shall certainly discuss the importance of mathematics discipline knowledge and of other forms of mathematical knowledge (e.g., pedagogical content knowledge) for teaching. I shall also describe the vital role of affect (e.g., motivation, self-efficacy) and beliefs (about