The Challenge of Mathematics Teacher Education in an Era of Mathematics Education Reform

2008 ◽  
pp. 15-29
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Education Reform ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

scholarly journals Official pedagogic identities from South African policy – some implications for mathematics teacher education practice

Pythagoras ◽  
2006 ◽  
Vol 0 (63) ◽  
Author(s):  
Diane Parker
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
South African ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
National Curriculum ◽  
Initial Teacher Education ◽  
Policy Documents ◽  
Education Practice ◽  
Key Policy

In South Africa the National Curriculum Statement for Grades 10 – 12 (General): Mathematics (DoE, 2003) together with the Norms and Standards for Educators (DoE, 2000a) are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000) to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002) description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002) and others to raise questions related to teacher knowledge and the challenges  of developing specialist mathematics teacher identities through initial teacher education programmes.

scholarly journals Collaborative Work in Mathematics Teacher Education

2020 ◽  
Vol 12 (3) ◽  
pp. 275-283
Author(s):  
Bárbara Silva Gumiero ◽  
Vinícius Pazuch
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Mathematics Education ◽  
Teacher Collaboration ◽  
Knowledge Production ◽  
Mathematics Teacher ◽  
Web Of Science ◽  
Collaborative Work ◽  
Mathematics Teacher Education ◽  
Collaborative Environments

Collaborative work improves teacher education through the interaction between people, narrowing the distance between university and schools and between researchers and preservice or in-service teachers. This systematic literature review included works published in databases like Scielo, ERIC, PsycINFO, Web of Science, and MathEduc. In total, 12 papers were reviewed to identify which factors present in collaborative environments favor the formation of teaching processes in Mathematics Education. The results show that class planning, teaching practices, and knowledge production provide a contribution to mathematics teacher education.   Keywords: Teacher Collaboration. Teacher Education. Mathematics Education. Systematic Review.   Resumo O trabalho colaborativo potencializa a formação de professores por meio da interação entre pessoas, aproximando a universidade da escola e os pesquisadores dos professores em formação ou já atuantes. Esta revisão sistemática da literatura incluiu trabalhos publicados em bases de dados como Scielo, ERIC, PsycINFO, Web of Science e MathEduc. No total, 12 artigos foram revisados para identificar quais fatores presentes em ambientes colaborativos favorecem a constituição de processos formativos em Educação Matemática. Os resultados mostram que o planejamento de aulas, a prática docente e a produção de conhecimentos contribuem para a formação de professores de matemática.   Palavras-chave: Colaboração entre Professores. Formação de Professores. Educação Matemática. Revisão Sistemática.

Support and Enrichment Experiences in Mathematics (SEE Math): Using Case Studies to Improve Mathematics Teacher Education

2021 ◽  
Vol 10 (1) ◽  
pp. 68-83 ◽  
Author(s):  
Crystal Kalinec-Craig ◽  
Emily P. Bonner ◽  
Traci Kelley
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Mathematics Teacher Education ◽  
Instructional Decisions ◽  
Support Teacher

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

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