The Handbook of Mathematics Teacher Education: Volume1 - Knowledge and Beliefs in Mathematics Teaching and Teaching Development

Peter Sullivan e Terry Wood 

Sense Publishers | 2008 | 317 páginas | rar - pdf | 12,64 Mb 

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The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 1 presents research and theoretically informed perspectives on Knowledge and Beliefs in Mathematics Teaching and Teaching Development. The chapters together address the "what" of mathematics teacher education, meaning knowledge for mathematics teaching and teaching development and consideration of associated beliefs. As well as synthesising research and practice over various dimensions of these issues, the volume offers advice on 'best practice' for teacher educators, university decision makers, and those involved in systemic policy decisions on teacher education. There are four sections. The first, about mathematics discipline knowledge for teaching, contains chapters on mathematics discipline knowledge from both East Asian and Western perspectives, with separate chapters addressing primary/elementary teacher education and secondary teacher education, along with a chapter on approaches for assessing this mathematics knowledge of prospective teachers. The second section describes ways of thinking about how this mathematical knowledge is used in teaching. It includes chapters on pedagogical content knowledge, on knowledge for and about mathematics curriculum structures, the way that such knowledge can be fostered with practising teachers, on a cultural analysis of mathematical content knowledge, and on beliefs about mathematics and mathematics teaching. The third section outlines frameworks for researching issues of equity, diversity and culture in teaching mathematics. The fourth section contains a description of an approach to methods of researching mathematics discipline knowledge of teachers. Together the chapters not only confirm that the knowledge that mathematics teachers need includes both mathematical and pedagogical aspects but also explore the subtlety of the various dimensions of that knowledge. There are also suggestions of the relative emphases on the respective dimensions and ways that teacher educators might support prospective and practising teachers in acquiring and developing that knowledge.

TABLE OF CONTENTS
Preface ix
Knowledge for Teaching Mathematics: An Introduction 1
Peter Sullivan
Section 1: Mathematics Discipline Knowledge for Teaching
Chapter 1: Mathematical Discipline Knowledge Requirements for Prospective Primary Teachers, and the Structure and Teaching Approaches of Programs Designed to Develop That Knowledge 13
Mike Askew
Chapter 2: Mathematical Preparation of Prospective Elementary Teachers: Practices in Selected Education Systems in East Asia 37
Yeping Li, Yunpeng Ma, and Jeongsuk Pang
Chapter 3: Discipline Knowledge Preparation for Prospective Secondary Mathematics Teachers: An East Asian Perspective 63
Li Shiqi, Huang Rongjin, and Shin Hyunyong
Chapter 4: Mathematics for Secondary Teaching: Four Components of Discipline Knowledge for a Changing Teacher Workforce 87
Kaye Stacey
Section 2: Mathematics for and in Teaching
Chapter 5: Pedagogical Content Knowledge: Useful Concept or Elusive Notion 117
Anna Graeber and Dina Tirosh
Chapter 6: The Mathematics Teacher as Curriculum Maker: Developing Knowledge for Enacting Curriculum 133
Doug Clarke
Chapter 7: Learning to Design for Learning: The Potential of Learning Study to Enhance Teachers’ and Students’ Learning 153
Ulla Runesson
Chapter 8: Beliefs about Mathematics and Mathematics Teaching 173
Helen J. Forgasz and Gilah C. Leder
Section 3: Knowledge of Equity, Diversity and Culture in Teaching Mathematics
Chapter 9: The Social Production of Mathematics for Teaching 195
Jill Adler and Danielle Huillet
Chapter 10: Development of Mathematical Knowledge and Beliefs of Teachers: The Role of Cultural Analysis of the Content to Be Taught 223
Paolo Boero and Elda Guala
Section 4: Assessment of, and Research on, Teacher Knowledge
Chapter 11: Assessment of Mathematical Knowledge of Prospective Teachers 247
Anne D. Cockburn
Chapter 12: Researching Teachers’ Mathematics Disciplinary Knowledge 273
Tim Rowland
Critical Response to Volume Chapters
Chapter 13: PCK and Beyond 301
John Mason

The Math Teachers Know: Profound Understanding of Emergent Mathematics

Brent Davis e Moshe Renert 

Routledge | 2013 | 150 páginas | rar - pdf | Mb

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What sorts of mathematics competencies must teachers have in order to teach the discipline well? This book offers a novel take on the question. Most research is focused on explicit knowledge–that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers’ mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available for teaching. Emerging from 10 years of collaborative inquiry with practicing teachers, it is simultaneously informed by the most recent research and anchored to the realities of teachers’ lives in classrooms.

CONTENTSAcknowledgments | vii
1. teachers’ mathematics: framing the question | 1
1 Mathematics-for-Teaching: A Working Definition
5 What’s the Question? Three Framings of Mathematics-for-Teaching
12 The Bigger Picture: Making Sense of M4T by Grappling with Why Math Matters
15 Where Are We Going with This?
2. knowing and learning (mathematics): some game-changing insights | 17
17 “Thou Shalt Not” – A Teacher Dares to Divide by Zero
20 Complexity Science
23 Knowing
27 Learning
33 Where Are We Going with This?
3. substructing emergent mathematics: cultivating an open disposition | 35
35 Is 1 Prime?
39 Concept Study
42 Substructing
44 Emergent Mathematics
47 Open Dispositions
48 Where Are We Going with This?
4. concept study: teachers co-constructing mathematics | 49
49 Pulling Together, Not Just Pulling Apart
53 Collective Cognition
56 Structures of Concept Study
58 Emphasis 1: Realizations
61 Emphasis 2: Landcapes
66 Emphasis 3: Entailments
70 Emphasis 4: Blends
75 Where Are We Going with This?
5. pedagogical problem solving: the emergence of a community of experts | 77
77 Pedagogical Problem Solving
80 A Community of Experts
83 Mathematics Teaching and Listening
87 A Depth and Breadth of Mathematical Knowledge
90 Knowledge of How Mathematics is Produced
93 Where Are We Going with This?
6. concept study in the classroom: enacting an open way of being | 95
95 A Concept Study of Circles
96 Four Quadrants of M4T
99 What’s Interesting about Circles? Emergent Problem Solving
102 Do Circles Exist? Student Agency in Mathematical Knowledge Production
104 Rope around the Equator: Cultural Mathematics
106 Are Circles Efficient? An Open Way of Being
110 Where Are We Going with This?
7. the mathematics teachers (need to) know: profound understanding of emergent mathematics | 111
111 Zero and Function
117 Profound Understanding of Emergent Mathematics
120 All That and More ...
125 Where Are We Going with This?
References | 129
Index | 137

Abstracts of The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia, and India

 Bharath Sriraman, Jinfa Cai e Kyeong-Hwa Lee

Information Age Publishing LLC | 2012 | 270 páginas | rar - pdf | 3 Mb

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Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the "flat earth" syndrome, old distinctions and biases between different groups of researcher's persist. In addition limited accessibility to conferences and journals also contribute to this problem. The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education. The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives.

Contents
CHINA
PART I: CULTURE, TRADITION, AND HISTORY
1. “Zhi Yì Xíng Nán (Knowing Is Easy and Doing Is Difficult)” or Vice Versa?: A Chinese Mathematician’s Observation on History and Pedagogy of Mathematics Activities
Man-Keung Siu . . . . 5
2. The Study on Application of Mathematics History in Mathematics Education in China
Zezhong Yang and Jian Wang . . . 7
3. Cultural Roots, Traditions, and Characteristics of Contemporary Mathematics Education in China
Xuhui Li, Dianzhou Zhang and Shiqi Li . . . 9
PART II: ASSESSMENT AND EVALUATION
4. Factors Affecting Mathematical Literacy Performance of 15-Year-Old Students in Macao: The PISA Perspective
Kwok-Cheung Cheung . . . 13
5. Has Curriculum Reform Made A Difference in the Classroom?: An Evaluation of the New Mathematics
Curriculum in Mainland China
Yujing Ni, Qiong Li, Jinfa Cai, and Kit-Tai Hau . . .  15
6. Effect of Parental Involvement and Investment on Mathematics Learning: What Hong Kong Learned
From PISA
Esther Sui Chu Ho . . . . . . 17PART III: CURRICULUM
7. Early Algebra in Chinese Elementary Mathematics Textbooks: The Case of Inverse Operations
Meixia Ding . . . . . . . 21
8. The Development of Chinese Mathematics Textbooks for Primary and Secondary Schools Since
the Twentieth Century
Shi-hu Lv, Ting Chen, Aihui Peng, and Shangzhi Wang . . . . 23
9. Mathematics Curriculum and Teaching Materials in China from 1950–2000
Jianyue Zhang, Wei Sun, and Arthur B. Powell . . . . . . 2510. Chinese Mathematics Curriculum Reform in the Twenty-first Century: 2000-2010
Jian Liu, Lidong Wang, Ye Sun, and Yiming Cao . . . 27
11. Basic Education Mathematics Curriculum Reform in the Greater Chinese Region: Trends and Lessons Learned
Chi-Chung Lam, Ngai-Ying Wong, Rui Ding, Siu Pang Titus Li, and Yun-Peng Ma . 29
12. Characterizing Chinese Mathematics Curriculum: A Cross-National Comparative Perspective
Larry E. Suter and Jinfa Cai . .  . . . 31
PART IV: MATHEMATICAL COGNITION
13. Promoting Young Children’s Development of Logical- Math Thinking Through Addition, Subtraction,
Multiplication, and Division in Operational Math
Zi-Juan Cheng . . . .. 35
14. Development of Mathematical Cognition in Preschool Children
Qingfen Hu and Jing Zhang . . . 37
15. Chinese Children’s Understanding of Fraction Concepts
Ziqiang Xin and Chunhui Liu . . . . . 39
16. Teaching and Learning of Number Sense in Taiwan
Der-Ching Yang . . . .. . . . . 41
17. Contemporary Chinese Investigations of Cognitive Aspects of Mathematics Learning
Ping Yu, Wenhua Yu, and Yingfang Fu . . . .. . . . 43
18. Chinese Mathematical Processing and Mathematical Brain
Xinlin Zhou, Wei Wei, Chuansheng Chen, and Qi Dong . . . . . . . . . . . . 45
PART V: TEACHING AND TEACHER EDUCATION
19. Comparing Teachers’ Knowledge on Multidigit Division Between the United States and China
Shuhua An and Song A. An . . .. . 49
20. Problem Solving in Chinese Mathematics Education: Research and Practice
Jinfa Cai, Bikai Nie, and Lijun Ye . . . . . .. 51
21. Developing a Coding System for Video Analysis of Classroom Interaction
Yiming Cao, Chen He, and Liping Ding . .. 53
22. Mathematical Discourse in Chinese Classrooms: An Insider’s Perspective
Ida Ah Chee Mok, Xinrong Yang, and Yan Zhu . .. . 55
23. Reviving Teacher Learning: Chinese Mathematics Teacher Professional Development in the Context of Educational Reform
Lynn W. Paine, Yanping Fang, and Heng Jiang .  . . . 57
24. The Status Quo and Prospect of Research on Mathematics Education for Ethnic Minorities in China
Hengjun Tang, Aihui Peng, Bifen Chen, Yu Bo, Yanping Huang, and Naiqing Song . .. . 59
25. Chinese Elementary Teachers’ Mathematics Knowledge for Teaching: Role of Subject Related Training, Mathematic Teaching Experience, and Current Curriculum Study in Shaping Its Quality
Jian Wang . . . 61
26. Why Always Greener on the Other Side?: The Complexity of Chinese and U.S. Mathematics Education
Thomas E. Ricks . .  . . 63
PART VI: TECHNOLOGY
27. A Chinese Software SSP for the Teaching and Learning of Mathematics: Theoretical and Practical Perspectives
Chunlian Jiang, Jingzhong Zhang, and Xicheng Peng . .. . 67
28. E-Learning in Mathematics Education
Siu Cheung Kong . . .. . . 69
KOREA
29. Korean Research in Mathematics Education
Kyeong-Hwa Lee, Jennifer M. Suh, Rae Young Kim, and Bharath Sriraman . . . 73
30. A Review of Philosophical Studies on Mathematics Education
JinYoung Nam . . . . . 77
31. Mathematics Curriculum
Kyungmee Park . . . .  . 79
32. Mathematics Textbooks
JeongSuk Pang . . . . . . . 81
33. Using the History of Mathematics to Teach and Learn Mathematics
Hyewon Chang . . . . . 83
34. Perspectives on Reasoning Instruction in the Mathematics Education
BoMi Shin . . .. . 85
35. Mathematical Modeling
Yeong Ok Chong . .  . . . 87
36. Gender and Mathematics
Eun Jung Lee . . . . . . 89
37. Mathematics Assessment
GwiSoo Na . . . 91
38. Examining Key Issues in Research on Teacher Education
Gooyeon Kim . .. . . . . 93
39. Trends in the Research on Korean Teachers’ Beliefs About Mathematics Education
Dong-Hwan Lee . .  . 95
SINGAPORE
40. A Review of Mathematical Problem-Solving Research Involving Students in Singapore Mathematics Classrooms (2001 to 2011): What’s Done and What More Can be Done
Chan Chun Ming Eric . . . . . . . . 99
41. Research on Singapore Mathematics Curriculum and Textbooks: Searching for Reasons Behind Students’ Outstanding Performance
Yan Zhu and Lianghuo Fan . . . 103
42. Teachers’ Assessment Literacy and Student Learning in Singapore Mathematics Classrooms
Kim Hong Koh .. . . 107
43. A Theoretical Framework for Understanding the Different Attention Resource Demands of Letter-Symbolic Versus Model Method
Swee Fong Ng . .  . . 111
44. A Multidimensional Approach to Understanding in Mathematics Among Grade 8 Students in Singapore
Boey Kok Leong, Shaljan Areepattamannil, and Berinderjeet Kaur . . . 115

MALAYSIA
45. Mathematics Education Research in Malaysia: An Overview
Chap Sam Lim, Parmjit Singh, Liew Kee Kor, and Cheng Meng Chew . . . 121
46. Research Studies in the Learning and Understanding of Mathematics: A Malaysian Context
Parmjit Singh and Sian Hoon Teoh . . . . . . 123
47. Numeracy Studies in Malaysia
Munirah Ghazali and Abdul Razak Othman . . .  . 125
48. Malaysian Research in Geometry
Cheng Meng Chew . .  . . . . 127
49. Research in Mathematical Thinking in Malaysia: Some Issues and Suggestions
Shafia Abdul Rahman  . . . 129
50. Studies About Values in Mathematics Teaching and Learning in Malaysia
Sharifah Norul Akmar Syed Zamri and Mohd Uzi Dollah . .  . . 131
51. Transformation of School Mathematics Assessment
Tee Yong Hwa, Chap Sam Lim, and Ngee Kiong Lau . . . . . . 133
52. Mathematics Incorporating Graphics Calculator Technology in Malaysia
Liew Kee Kor . .  . . . 135
53. Mathematics Teacher Professional Development in Malaysia
Chin Mon Chiew, Chap Sam Lim, and Ui Hock Cheah . . . 137

JAPAN
54. Mathematics Education Research in Japan: An Introduction
Yoshinori Shimizu . . . . . 141
55. A Historical Perspective on Mathematics Education Research in Japan
Naomichi Makinae . . . 143
56. The Development of Mathematics Education as a Research Field in Japan
Yasuhiro Sekiguchi . .  . . . 147
57. Research on Proportional Reasoning in Japanese Context
Keiko Hino . . . .. . 149
58. Japanese Student’s Understanding of School Algebra
Toshiakira Fujii . . . . . . 153
59. Proving as an Explorative Activity in Mathematics Education
Mikio Miyazaki and Taro Fujita .. . 157
60. Developments in Research on Mathematical Problem Solving in Japan
Kazuhiko Nunokawa . .  . . 161
61. Research on Teaching and Learning Mathematics With Information and Communication Technology
Yasuyuki Iijima . . . .. . . . . 165
62. “Inner Teacher”: The Role of Metacognition in Learning Mathematics and Its Implication to Improving Classroom Practice
Keiichi Shigematsu . .  . . 167
63. Cross-Cultural Studies on Mathematics Classroom Practices
Yoshinori Shimizu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
64. Systematic Support of Life-Long Professional Development for Teachers Through Lesson Study
Akihiko Takahashi . . . . . . . 175

INDIA
65. Evolving Concerns Around Mathematics as a School Discipline: Curricular Vision, Classroom Practice and the National Curriculum Framework (2005)
Farida Abdulla Khan . . . . 181
66. Curriculum Development in Primary Mathematics: The School Mathematics Project
Amitabha Mukherjee and Vijaya S. Varma . .. . . . 185
67. Intervening for Number Sense in Primary Mathematics
Usha Menon . . . . . . . 191
68. Some Ethical Concerns in Designing Upper Primary Mathematics Curriculum: A Report From the Field
Jayasree Subramanian, Sunil Verma, and Mohd. Umar . . . . . 199
69. Students’ Understanding of Algebra and Curriculum Reform
Rakhi Banerjee . . . .. . 207
70. Professional Development of In-Service Mathematics Teachers in India
Ruchi S. Kumar, K. Subramaniam, and Shweta Naik . . . . . 213
71. Insights Into Students’ Errors Based on Data From Large-Scale Assessments
Aaloka Kanhere, Anupriya Gupta, and Maulik Shah .  . . 219
72. Assessment of Mathematical Learning: Issues and Challenges
Shailesh Shirali . . . . 227
73. Technology and Mathematics Education: Issues and Challenges 233
Jonaki B. Ghosh . . .  . . 233
74. Mathematics Education in Precolonial and Colonial South India
Senthil Babu D. . . . . .. . . . . 243
75. Representations of Numbers in the Indian Mathematical Tradition of Combinatorial Problems
Raja Sridharan and K. Subramaniam . . .  . . 249

Outros livros sobre o ensino da matemática na região asiática:

Reforms and issues in school mathematics in East Asia : sharing and understanding mathematics education policies and practices por Frederick K S Leung; Yeping Li; Não  disponível em ebook Idioma: Inglês   Editora: Rotterdam ; Boston : Sense Publishers, ©2010. online: cap 1. Sharing and Understanding Mathematics Education Policies and Practices  cap.2 - Mathematics Curriculum Reform in the Chinese Mainland: Changes and Challenges cap. 9 - What can we teach mathematics terachers? Lessons from Hong Kong (versão draft)

Mathematics curriculum in Pacific rim countries--China, Japan, Korea, and Singapore : proceedings of a conference por Zalman Usiskin; Edwin Willmore; Idioma: Inglês   Editora: Charlotte, N.C. : Information Age Pub., ©2008.

Mathematics education in different cultural traditions : a comparative study of East Asia and the West por Frederick K S Leung; Klaus-D Graf; Francis J Lopez-Real; International Commission on Mathematical Instruction.;  Publicação de conferência Idioma: Inglês   Editora: New York : Springer, ©2006.

Collaboration in Teacher Education: Examples from the Context of Mathematics Education

(Mathematics Teacher Education, 1)

 

• Andrea Peter-Koop, 
• Vânia Santos-Wagner, 
• Chris Breen, 
• Andy Begg

Springer| 2003 | 279 páginas | rar - pdf | 9,6 Mb

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This book systematically explores and reflects on a variety of issues related to collaborative mathematics teacher education practice and research ? such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. It is relevant to educational researchers, research students and practitioners.

TABLE OF CONTENTS

Foreword

Helen Christiansen, Caroline Krentz and Linda Goulet

PROLOGUE

PART ONE: INVESTIGATING INITIAL AND ONGOING TEACHER EDUCATION

A Journey towards Collaboration

Sue Southwood and Jaap Kuiper

2 Collaboration and Sharing as Crucial Elements of Professional Development

Steven Nisbet, Elizabeth Warren and Tom Cooper

3 The Evolution of an Interdisciplinary Collaborative for Pre-Service Teacher Reform-Research Informs Practice

Marilyn Carlson, Michelle Zandieh, Irene Bloom and Daiyo Sawada

4 An Approach to Collaboration in Elementary Pre-Service Teacher Education

Victoria Sanchez

PART TWO: FURTHER ISSUES IN TEACHER EDUCATION

5 Classroom Coaching as a Collaborative Activity in Professional Development

Joanne Rossi Becker and Barbara J Pence

6 A Collaborative Project Using Narratives-What Happens when Pupils Work on Mathematical Investigations?

João Pedro da Ponte, Maria Irene Segurado and Hélia Oliveira

7 The Role of Collaboration for Developing Teacher-Researchers

Vania Santos-Wagner

8 Sharing Teacher Training Methods-The Case of Problematic

Learning Situations in Geometry

Hagar Gal, Liora Linchevski and Anne Cockburn

PART THREE: WORKING WITH OTHER IMPORTANT PARTNERS IN DIFFERENT SOCIO-CULTURAL CONTEXTS

9 Co-Learning in the Collaborative Mathematics Classroom 135

Julie-Ann Edwards and Keith Jones

10 Collaborative Practice with Parents-The Role of the Researcher as Mediator

Marta Civil and Rosi Andrade

11 The Role of the Principal in Mathematics Teacher Development-Bridging the Dichotomy between Leadership and Collaboration

Konrad Krainer and Andrea Peter-Koop

12 Intercultural Collaboration: A Celebration of Commonalties and Differences

Bridget Arvold

PART FOUR: ALTERNATIVE PERSPECTIVES ON COLLABORATION

13 A Case for Collaborative Staff Development-A Path Layered while Walking

Chris Breen, Gabeba Agherdien and Agatha Lebethe

14 Collaborative Reflection through Sharing Significant Incidents 235

Francis Lopez-Real

15 More than Collaboration: Concern, Connection, Community and Curriculum

Andy Begg

EPILOGUE 269

INDEX 273

A Decade of Middle School Mathematics Curriculum Implementation: Lessons Learned from the Show-Me Project

(Research in Mathematics Education)

Margaret R Meyer e  Cynthia W Langrall

Information Age Publishing | 2008 | 317 páginas | rar - pdf | 1,88 Mb

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A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi The purpose of this book is to document the work of the Show-Me Project (1997-2007) and to highlight lessons learned about curriculum implementation. Although the Show-Me Project was charged with promoting the dissemination and implementation of four distinct comprehensive curriculum programs (Connected Mathematics, Mathematics in Context, MathScape, and MathThematics), most of the lessons learned from this work are not curriculum specific. Rather, they cut across the four programs and share commonalities with standards-based curriculum reform at any level. We believe that documenting these lessons learned will be one of the legacies of the Show-Me Project We anticipate that the comprehensive nature of this work will attract readers from multiple audiences that include state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators. Those about to embark on the review of curriculum materials will appreciate reading about the processes employed by other districts. Readers with interests in a particular curriculum program will be able to trace the curriculum-specific chapters to gain insights into how the design of the curricula relate to professional development, adoption and implementation issues, and teachers' personal experience using the curriculum materials. Individuals who provide professional development at the middle grades level will find chapters that they can use for both general and focused discussions. Teachers at all stages of implementation will recognize their own experiences in reading and reflecting on the stories of teacher change. Mathematics educators will find ideas on how these curricula can be used in the preparation of preservice middle grades teachers.

Contents
Preface..... ix
PART I - Setting the Stage
1 The Road to Reform.... 3
Robert Reys
2 The Genesis of the NSF Curriculum Implementation Centers..... 9
John S. (Spud) Bradley
3 The Show-Me Project: A Decade of Support for Standards-Based Curriculum Implementation... 17
Barbara Reys
PART II - Adoption Case Studies and Implementation Stories
4 Teacher Investment in Curriculum Adoption: The Role of Piloting Materials.... 35
Cary Tuckey
5 Consensus Building: A Key Component of Curriculum Adoption..... 43
Cheryl Rectanus
6 The Critical Work of a Review Committee in Curriculum Adoption....... 55
Leslie E. J. Nielsen
7 Informing a State Adoption Process Through Curriculum Implementation...... 67
Murrel Brewer Hoover
8 Curriculum Implementation Through Teacher Collaboration..... 79
Chip Sharp
9 Curriculum Implementation: Teachers on a Journey.... 87
Carol Den Otter
10 The Role of Teacher Leaders in Curriculum Implementation......... 97
Emily R. Fagan and Rhonda K. Weinstein
11 Supporting Curriculum Implementation Through Its Ups and Downs...... 107
Linda A. Tetley
12 When Things Go Wrong in Curriculum Implementation......... 115
Jane O. Swafford and Cynthia W. Langrall
13 Issues of Implementation: Making Mathematics Accessible to All Learners... 125
Jennifer M. Bay-Williams and Rebecca McGraw
PART III - Professional Development and Teacher Education
14 An Overview of Professional Development......... 141
Elizabeth Phillips, Glenda Lappan, Yvonne Grant, and Fran Arbaugh
15 Key Features of Connected Mathematics for Professional Development... 151
Elizabeth Phillips and Glenda Lappan
16 Key Features of Mathematics in Context for Professional Development..... 161
David C. Webb
17 Key Features of MathScape for Professional Development...... 173
Fred Gross and Emily R. Fagan
18 Key Features of Middle Grades MATHThematics for Professional Development......... 183
Rick Billstein and Jim Williamson
19 Teachers’ Needs at Different Phases of Curriculum Implementation........ 191
Fran Arbaugh
20 Professional Development for Administrators: What They Need to Know to Support Curriculum Adoption and Implementation......... 201
Margaret R. Meyer and Fran Arbaugh
21 A Story of Teacher Growth: Increasing Expectations..... 211
Jane Peterson Porath
22 A Story of Teacher Growth: Teacher as Learner.....217
Barbara Diliegghio
23 A Story of Teacher Growth: Making a Difference..... 225
Kelly Watts
24 A Story of Teacher Growth: From Telling to Facilitating...... 231
Fabienne Anderson
25 Research Mathematician and Mathematics Educator: A Foot in Both Worlds..... 235
Ira J. Papick
26 Using NSF-Funded Mathematics Curricula to Enhance Teacher Preparation........ 245
Jeffrey Frykholm
27 NSF-funded Mathematics Curricula in the Field: A Preservice Teacher’s Opportunity to See Theory in Practice.... 259
Ann Bledsoe
PART IV - What Have We Learned and Where Do We Go from Here?
28 Lessons Learned from the Show-Me Project.......... 269
Barbara Reys
29 Looking into the Future: Curriculum Challenges for the Next Ten Years..... 279
Margaret R. Meyer and Cynthia W. Langrall
References.......291

Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project

(Mathematics Teacher Education, 8)

Mareike Kunter; Jürgen Baumert; Werner Blum; Uta Klusmann; Stefan Krauss; Michael Neubrand

Springer | 2013 |374  páginas | rar - pdf | 2,24 Mb

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This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?

Contents
1 Professional Competence of Teachers, Cognitively Activating Instruction, and the Development of Students’ Mathematical Literacy (COACTIV): A Research Program ... 1
Jürgen Baumert, Mareike Kunter, Werner Blum, Uta Klusmann, Stefan Krauss, and Michael Neubrand
Part I Theoretical and Empirical Foundations
2 The COACTIV Model of Teachers’ Professional Competence ...... 25
Jürgen Baumert and Mareike Kunter
3 Teacher Education in Germany .... 49
Kai S. Cortina and Mark Hoover Thames
4 The Development of Teachers’ Professional Competence .... 63
Mareike Kunter, Thilo Kleickmann, Uta Klusmann, and Dirk Richter
5 The COACTIV Research Program: Methodological Framework ..... 79
Katrin Löwen, Jürgen Baumert, Mareike Kunter, Stefan Krauss, and Martin Brunner
6 The Model of Instructional Quality in COACTIV: A Multicriteria Analysis .... 97
Mareike Kunter and Thamar Voss
7 Task Analysis in COACTIV: Examining the Potential for Cognitive Activation in German Mathematics Classrooms ..... 125
Michael Neubrand, Alexander Jordan, Stefan Krauss, Werner Blum, and Katrin Löwen
Part II Aspects of Professional Competence
8 Mathematics Teachers’ Domain-Specifi c Professional Knowledge: Conceptualization and Test Construction in COACTIV ...... 147
Stefan Krauss, Werner Blum, Martin Brunner, Michael Neubrand, Jürgen Baumert, Mareike Kunter, Michael Besser, and Jürgen Elsner
9 The Effect of Content Knowledge and Pedagogical Content Knowledge on Instructional Quality and Student Achievement .. 175
Jürgen Baumert and Mareike Kunter
10 Teachers’ General Pedagogical/Psychological Knowledge .. 207
Thamar Voss and Mareike Kunter
11 The Diagnostic Skills of Mathematics Teachers ... 229
Martin Brunner, Yvonne Anders, Axinja Hachfeld, and Stefan Krauss
12 Mathematics Teachers’ Beliefs .... 249
Thamar Voss, Thilo Kleickmann, Mareike Kunter, and Axinja Hachfeld
13 Motivation as an Aspect of Professional Competence: Research Findings on Teacher Enthusiasm .... 273
Mareike Kunter
14 Occupational Self-Regulation ..... 291
Uta Klusmann
Part III The Development of Professional Competence
15 Individual Characteristics of Prospective Teachers ..... 311
Uta Klusmann
16 Learning at University ...... 321
Thilo Kleickmann and Yvonne Anders
17 Professional Development Across the Teaching Career .... 333
Dirk Richter
Part IV Discussion
18 The COACTIV Research Program on Teachers’ Professional Competence: Summary and Discussion .... 345
Mareike Kunter and Jürgen Baumert
19 Publications from the COACTIV Research Program (January 2013) ...... 369
Mareike Kunter, Jürgen Baumert, Werner Blum, Uta Klusmann, Stefan Krauss, and Michael Neubrand
Index ....... 375

Prospective Mathematics Teachers’ Knowledge of Algebra A Comparative Study in China and the United States of America

Rongjin Huang

Springer Spektrum | 2014 | 196 páginas | rar - pdf |1,76 Mb

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Rongjin Huang examines teachers’ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey. Based on an extensive quantitative and qualitative data analysis the author comes to the following conclusions: The Chinese participants demonstrate a stronger knowledge of algebra for teaching and their structure of knowledge of algebra for teaching is much more interconnected. They show flexibility in choosing appropriate perspectives of the function concept and in selecting multiple representations. Finally, the number of college mathematics and mathematics education courses taken impacts the teachers’ knowledge of algebra for teaching.

Contents

·        Knowledge Needed for Teaching

·        Mathematics Teacher Education in China and the U.S.A.

·        Instrumentation, Data Collection, and Data Analysis

·        Comparison of Knowledge of Algebra for Teaching (KAT) between China and the U.S.A.

·        Relationship among Different Components of KAT

·        Comparison of KTCF between China and the U.S.A.

Target Groups

·        Researchers, academics, and scholars of mathematics and didactics

·        Teachers

Making Sense of Mathematics Teacher Education

Fou-Lai Lin e Thomas Cooney

Springer | 2001 | 329 páginas | pdf |10,9 Mb

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This is a research-based book that deals with a broad range of issues about mathematics teacher education. It examines teacher education programs from different societies and cultures as it develops an international perspective on mathematics teacher education. Practical situations that are associated with related theories are studied critically. It is intended for teacher educators, mathematics educators, graduate students in mathematics education, and mathematics teachers.

Contents
SECTION I: PERSPECTIVES ON TEACHER EDUCATION
THOMAS 1. COONEY / Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development 9
STEPHEN LERMAN / A Review of Research Perspectives on Mathematics Teacher Education 33
SECTION II: MAKING SENSE OF MATHEMATICS
JOAo PEDRO DA PONTE / Investigating Mathematics and Learning to Teach Mathematics 53
DINA TIROSH, RUTH STAVY, and PESSIA TSAMIR / Using the Intuitive- Rules Theory as a Basis for Educating Teachers 73
COLETTE LABORDE / The Use of New Technologies as a Vehicle for Restructuring Teachers' Mathematics 87
SECTION III: MAKING SENSE OF TEACHING
FRED GOFFREE and WIL OONK / Digitizing Real Teaching Practice for Teacher Education Programmes: The MILE Approach 111
PETER SULLIVAN and JUDY MOUSLEY / Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers 147
KENNETH RUTHVEN / Mathematics Teaching, Teacher Education, and Educational Research: Developing "Practical Theorising" in Initial Teacher Education 165
ANNA SFARD and CAROLYN KIERAN / Preparing Teachers for Handling Students' Mathematical Communication: Gathering Knowledge and Building Tools 185
SECTION IV: MAKING SENSE OF THE CONTEXT OF TEACHING
PAUL COBB and KAY MCCLAIN / An Approach for Supporting Teachers' Learning in Social Context 207
ALAN J. BISHOP / Educating Student Teachers About Values in Mathematics Education 233
CHIEN CHIN, YUH-CHYN LEU, and FOU-LAI LIN / Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachers 247
SECTION V: MAKING SENSE OF THE COMPLEXITY OF TEACHER EDUCATION
KONRAD KRAINER / Teachers' Growth is More Than the Growth of Individual Teachers: The Case of Gisela 271
BARBARA JAWORSKI/Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learners 295

Mentoring In Mathematics Teaching

Barbara Jaworski, Anne Watson

Routledge |1994 | 161 páginas | rar - pdf | 12,4 Mb

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The arena in which the preparation of student-teachers for the teaching of mathematics takes place is shifting its foundations and moving its boundaries. The whole basis of teacher education at secondary level is in flux with a move towards teacher-education programmes which are largely school based. Increasingly, there is seen to be an important role for the school teacher who acts as mentor to the student teacher in some relationship with a tutor from the initial training i nstitution.; Teachers who are being encouraged to take on the mentoring role need preparation for its demands and teacher education courses need increasingly to make provision for the education and support of mentors. The purpose of this book is to discuss the mentoring process, to provide ideas and to highlight issues. It provides both practical help and guidance, and a philosophical consideration of the development of mathematics teachers and teaching.

Contents
Preface vi
Where to Start Reading
1 A Mentor's Eye View 1
Anne Watson
2 A Focus on Learning to Teach 13
Peter Gates
3 Mathematics and Mentoring 29
Susan E. Sanders
4 Working Together: Roles and Relationships in the Mentoring Process 41
Rita Nolder, Stephanie Smith and jean Melrose
5 Reflective Practice 52
Stephen Lerman
6 Planning for Learning 65
Pat Perks and Stephanie Prestage
7 Interpreting the Mathematics Curriculum 83
Doug French
8 The Wider Curriculum 96
Barrie Galpin and Simon Haines
9 Evaluation and Judgment 110
Maggie Crosson and Christine Shiu
10 Mentoring, Co-mentoring and the Inner Mentor 124
Barbara Jaworski and Anne Watson
Notes on Contributors 13

Mathematics Teaching in the Early Years: An Investigation of Teachers' Subject Knowledge

Carol Aubrey

Routledge | 1997 | 225 páginas | rar - pdf | 3,5 Mb

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Young children start school already able to do a surprising amount of mathematics. This book examines the nature and origin of subject knowledge and is based on information gathered from observing the interactions between teachers and their first-year pupils. It demonstrates the necessity of the classroom teacher to draw on many kinds of knowledge in order to deal with various issues surrounding classroom learning and teaching. Two important core areas are knowledge of lesson structure and of subject matter; this book address the area of subject matter and, as such, it should be of interest to classroom teachers and lecturers in education.

Contents
List of Tables vi
List of Figures Vll
Acknowledgments viii
Summary ix
1 Teachers' Subject Knowledge: Emerging Themes 1
2 Changing Models and Methods of Investigating Teachers' Subject Knowledge 11
3 Knowing and Understanding Mathematics: Concerning a Theory ofInstruction 31
4 The Construction and Early Learning of Mathematics in School and Out 57
5 Investigating the Mathematical Knowledge and Competences Which Young Children Bring into School 77
6 Reporting on Teachers' Classroom Practice 91
7 Teacher and Pupil Interactions in the Course of Mathematical Instruction 107
8 Teacher and Pupil Mathematical Subject Knowledge and the Processes of Instruction in Reception Classes 123
9 Towards a Deeper Understanding of Pedagogical Subject Development 153
Appendix 1: Extracts from Mathematical Assessment Tasks 169
Appendix 2: Copy of Field Notes Schedule 173
Appendix 3: Copy of Teacher Interview Schedule for Phase Four 179
Appendix 4: Extracts from Teacher Interviews 181
References
Index

Outro livro da mesma autora:

A developmental approach to early numeracy : helping to raise childrens̓ achievements and deal with difficulties in learning por Carol Aubrey Idioma: Inglês   Editora: Birmingham : Questions Pub. Co., 1999.

International Handbook of Mathematics Education - Part 1

 (Springer International Handbooks of Education)

 Alan Bishop, M.A. (Ken) Clements, Christine Keitel-Kreidt e Jeremy Kilpatrick 

 Springer | 1997 | 1335 páginas | rar -pdf |53,5 Mb

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This Handbook presents an overview and analysis of the international `state-of-the-field' of mathematics education at the end of the 20th century. The more than 150 authors, editors and chapter reviewers involved in its production come from a range of countries and cultures. They have created a book of 36 original chapters in four sections, surveying the variety of practices, and the range of disciplinary interconnections, which characterise the field today, and providing perspectives on the study of mathematics education for the 21st century. It is first and foremost a reference work, and will appeal to anyone seeking up-to-date knowledge about the main developments in mathematics education. These will include teachers, student teachers and student researchers starting out on a serious study of the subject, as well as experienced researchers, teacher educators, educational policy-makers and curriculum developers who need to be aware of the latest areas of knowledge development.

Table of ContentsIntroduction
Alan 1. Bishop
Curriculum, Goals, Contents, Resources
Jeremy Kilpatrick-Section Editor
Introduction to Section 1
Jeremy Kilpatrick
Chapter 1: Goals of Mathematics Teaching 11
Mogens Niss
Chapter 2: Using and Applying Mathematics in Education 49
Jan de Lange
Chapter 3: Number and Arithmetic 99
Lieven Verschaffel and Erik De Corte
Chapter 4: Designing Curricula for Teaching and Learning Algebra 139
Eugenio Filloy. Rosamund Sutherland
Chapter S: Space and Shape 161
Rina Hershkowitz. Bernard Parzysz. and Joop van Dormolen
Chapter 6: Data Handling 20S
J. Michael Shaughnessy. Joan Garfield and Brian Greer
Chapter 7: Probability 239
M Borovcnik and R. Peard
Chapter 8: Functions and Calculus 289
David Tall
Chapter 9: Assessment 327
David Clarke
Chapter 10: 'This is so': a text on texts 371
Eric Love and David Pimm
Chapter 11: Concrete Materials in tbe Classroom 411
Julianna Szendrei
Chapter 12: Calculators in the Mathematics Curriculum: the Scope of Personal Computational Technology 435
Kenneth Ruthven
Chapter 13: Computer-Based Learning Environments in Mathematics 469
Nicolas BalachejJ and James 1. Kaput
Teaching & Learning Mathematics
Colette Laborde - Section Editor
Introduction to Section 2
Colette Laborde
Chapter 14: Elementary School Practices 511
Jerry P. Becker and Christoph Seiter
Chapter 15: Junior Secondary School Practices 565
Antoine Bodin and Bernard Capponi
Chapter 16: Senior Secondary School Practices 615
Lucia Grugnetti and Franfois Jaquet
Chapter 17: Further Mathematics Education 647
Rudolf Striij3er and Robyn Zevenbergen
Chapter 18: Higher Mathematics Education 675
Guershon Harel and Jana TrgaloVii
Chapter 19: Critical Issues in the Distance Teaching of Mathematics and Mathematics Education 701
Stephen Arnold, Christine Shiu and Nerida Ellerton
Chapter 20: Adults and Mathematics (Adult Numeracy) 755
Gail E. FitzSimons and Helga Jungwirth. Juergen Maaj3 and Wolfgang Schloeglmann
Chapter 21: Popularization: Myths, Massmedia and Modernism 785
Paul Ernest
Perspectives & Interdisciplinary Contexts
Ken Clements - Section Editor
Introduction to Section 3
Ken Clements
Chapter 22: Epistemologies of Mathematics and of Mathematics Education
Anna Sierpinska and Stephen Lerman
Chapter 23: Proof and Proving 877
Gila Hanna and H. Niels Jahnke
Chapter 24: Ethnomathematics and Mathematics Education 909
Paulus Gerdes
Chapter 25: Research and Intervention Programs in Mathematics Education: A Gendered Issue
Gilah C. Leder, Helen J. Forgasz and Claudie Solar
Chapter 26: Language Factors in Matbematics Teacbing and Learning 987
Nerida F. Ellerton and Philip C. Clarkson
Cbapter 27: Anthropological Perspectives on Matbematics and Mathematics Education 1035
Bill Barton
Chapter 28: Tbe Role of Tbeory in Matbematics Education and Researcb
John Mason and Andrew Waywood
Social Conditions & Perspectives on Professional Development
Christine Keitel- Section Editor
Introduction to Section 4
Christine Keitel
Chapter 29: Didactics of Matbematics and tbe Professional Knowledge of Teacbers 1097
Paolo Boero, Carlo Dapueto, and Laura Parenti
Chapter 30: Preparing Teachers to Teacb Mathematics:
A Comparative Perspective 1123
Claude Comiti and Deborah Loewenberg Ball
Cbapter 31: In service Matbematics Teacher Education: The Importance of Listening 1155
Thomas J. Cooney and Konrad Krainer
Cbapter 32: Teacbers as Researchers in Mathematics Education 1187
Kathryn Crawford and Jill Adler
Chapter 33: The Mathematics Teacher and Curriculum Development 1207
Barbara Clarke. Doug Clarke. and Peter Sullivan
Chapter 34: International Co-operation in Mathematics Education 1235
Edward Jacobsen
Chapter 35: Critical Mathematics Education 1257
Ole Skovsmose and Lene Nielsen
Chapter 36: Towards Humanistic Mathematics Education 1289
Stephen I. Brown
Name Index 1323
Subject Index 1347


Livros relacionados:

Third international handbook of mathematics education por M A Clements; et al Idioma: Inglês   Editora: New York : Springer, ©2013

Second international handbook of mathematics education por Alan J Bishop; et al Idioma: Inglês   Editora: Dordrecht ; Boston : Kluwer Academic Publishers, ©2003.

Second Handbook of Research on Mathematics Teaching and Learning

Frank K. Jr. Lester

Information Age Publishing | 2007 | 1381 páginas | rar - pdf | 11,4 Mb

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The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics.
The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment.

Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment.
Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community. 

CONTENTS

Preface. 
Acknowledgements.
Part I: Foundations. 
Putting Philosophy to Work: Coping With Multiple Theoretical Perspectives, Paul Cobb.
Theory in Mathematics Education Scholarship, Edward A. Silver & Patricio G. Herbst
Method, Alan H. Schoenfeld. 
Part II: Teachers and Teaching. 
Assessing Teachers' Mathematical Knowledge: What Knowledge Matters and What Evidence Counts? Heather C. Hill, Laurie Sleep, Jennifer M. Lewis, & Deborah Loewenberg Ball. 
The Mathematical Education and Development of Teachers, Judith T. Sowder.
Understanding Teaching and Classroom Practice in Mathematics, Megan Loef Franke, Elham Kazemi and Daniel Battey. 
Mathematics Teachers' Beliefs and Affect, Randolph A. Philipp. 
Part III: Influences on Student Outcomes. 
How Curriculum Influences Student Learning, Mary Kay Stein, Janine Remillard and Margaret Smith. 
The Effects of Classroom Mathematics Teaching on Students' Learning, James S. Hiebert and Douglas A. Grouws. 
Culture, Race, Power, and Mathematics Education, Diversity in Mathematics Education Center for Learning and Teaching. 
The Role of Culture in Teaching and Learning Mathematics, Norma G. Presmeg. 
Part IV: Students and Learning. 
Early Childhood Mathematics Learning, Douglas H. Clements and Julie Sarama. 
Whole Number Concepts and Operations, Lieven Verschaffel, Brian Greer, and Erik DeCorte.
Rational Numbers and Proportional Reasoning: Toward a Theoretical Framework for Research, Susan J. Lamon. Early Algebra, David W. Carraher and Analucia D. Schliemann. 
Learning and Teaching of Algebra at the Middle School through College Levels: Building Meaning for Symbols and Their Manipulation, Carolyn Kieran. 
Problem Solving and Modeling, Richard Lesh and Judith Zawejewski. 
Toward Comprehensive Perspectives on the Learning and Teaching of Proof, Guershon Harel and Larry Sowder. 
The Development of Geometric and Spatial Thinking, Michael T. Battista. 
Research in Probability: Responding to Classroom Realities, Graham A. Jones, Cynthia W. Langrall and Edward S. Mooney. 
Research on Statistics Learning and Reasoning, J. Michael Shaughnessy. 
Mathematics Thinking and Learning at Post-secondary Level, Michele Artigue, Carmen Batanero and Phillip Kent. 
Part V: Assessment. 
Keeping Learning on Track: Classroom Assessment and the Regulation of Learning, Dylan Wiliam. 
High Stakes Testing in Mathematics, Linda Dager Wilson. 
Large-scale Assessment of Mathematics Education, Jan DeLange. 
Part VI: Issues and Perspectives. 
Issues in Access and Equity in Mathematics Education, Alan J. Bishop and Helen J. Forgasz. 
Research on Technology in Mathematics Education: The Perspective of Constructs, Rose Mary Zbiek, M. Kathleen Heid, Glendon Blume and Thomas P. Dick. 
Engineering Change in Mathematics Education: Research, Policy, and Practice, William F. Tate and Celia Rousseau. 
Educational Policy Research and Mathematics Education, Joan Ferrini-Mundy & Robert Floden. 
Mathematics Content Specification in the Age of Assessment, Norman L. Webb. 
Reflections on the State and Trends in Research on Mathematics Teaching and Learning: From Here to Utopia, Mogens Niss.

New Teacher Identity and Regulative Government: The Discursive Formation of Primary Mathematics Teacher Education

Tony Brown, Olwen McNamara

Springer | 2005 | 198 páginas | pdf | 18,4 Mb

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This book addresses the question of how we might better understand the task of teaching mathematics to young children. But rather than starting out with a conception of mathematics derived from mathematics’ own evolution, we center ourselves instead within the social practices that surround the teaching of the subject in British primary schools today. That is, we do not commence with an a priori conception of mathematics and see what people are saying about it. Rather, we start from what people are saying and see what this points to. We probe how the desires of society have manifested themselves in a societal decision to teach mathematics and how this decision now shapes what we call "mathematics". This extends and develops a conception of how language intervenes in the task of mathematics education presented elsewhere (Brown, 2001). In this present book however, we have a particular focus on trainee and new teachers, with a view to pinpointing how this conception of mathematics manifests itself in their evolving practices. We question how such teachers with many years of experience as a pupil in school might now re-orient themselves towards the demands of teaching mathematics. We also consider how for those charged with providing training for such individuals might better understand the process and impact of this training. The book further questions the way in which we might conceptualize the balance between nurturing teachers to become autonomous professionals responsible for developing and delivering the mathematics curriculum in schools and, alternatively, setting policies that prescribe practices to be followed. We consider whether we should focus our attention principally on the teachers themselves or on the professional space in which they operate.

The book is primarily concerned with examining how trainee teachers conceptualize their own professional development, from the time they enter university on a four-year course as prospective initial teacher training students through to their first year of teaching in primary school. It has a particular focus on how they understand mathematics and how they understand their own teaching of the subject in schools. It offers both empirical and theoretical perspectives.

Empirically, the book draws in particular on two studies conducted by the authors, funded by the UK Economic and Social Research Council and spanning a four-year period. Both of these studies were concerned with the professional development of trainee teachers with a particular focus on their phenomenological experience of the training process.

Theoretically, the book draws on recent work in the field of psychoanalysis, and in particular the work of Slavoj Zizek, as an approach to examining how individual trainee teachers encounter the social framework in which they operate. In tackling this we consider the "technologies of self" that produce teachers in schools. We also look at how we might theorize our empirical findings that locate the discursive formation of school mathematics.

To summarize the key strands: Firstly, we are keen to present an account of how trainee teachers understand their own journey into teaching mathematics in the primary school. Secondly, we wish to understand better the conception of mathematics in the primary school and how it might develop. Thirdly, we are keen to offer some discussion of how official policy as presented in government initiatives impacts on such teachers. Fourthly, we are concerned with better understanding the role that research in mathematics education might have in accounting for the process of trainees becoming teachers in the primary school and in stimulating development in this area. Finally, we try to offer a theoretical frame that accommodates evolving and alternative conceptions of mathematics, how it is taught and the social parameters that guide these conceptions.