History of Mathematics Teacher Education

2013 ◽  
pp. 579-595
Author(s):  
Harm Jan Smid
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
History Of Mathematics ◽  
History Of

scholarly journals Uma discussão sobre legitimidades matemáticas utilizando o contexto dos números irracionaisA discussion about mathematical legitimacies using the irrational numbers context

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Rejane Siqueira Julio ◽  
Guilherme Francisco Ferreira ◽  
Romulo Campos Lins
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
History Of Mathematics ◽  
Mathematical Activity ◽  
Irrational Numbers ◽  
History Of ◽  
And Mathematics

Este artigo tem o objetivo de discutir legitimidades matemáticas para responder a certos questionamentos sobre a “matemática do professor de matemática” ser considerada um modo de pensar a matemática na formação de professores. Para isso, abordamos as noções de matemática do professor de matemática, matemática do matemático e atividade matemática, na ótica do Modelo dos Campos Semânticos, por meio de comentários hipotéticos sobre a realização de uma proposta de atividade, de cunho histórico, envolvendo os números irracionais. Para concluir, argumentamos sobre a caracterização de atividade matemática ser uma possibilidade de compreender o compartilhamento de legitimidades entre a matemática praticada pelos professores de matemática e a matemática praticada por matemáticos.This paper aims to discuss mathematical legitimacies as an answer to some questions about “mathematics of the mathematics teacher” as a way to think the mathematics in the mathematics teacher education. In this discussion, we approach the notions of mathematics of the mathematics teacher, mathematics of the mathematician and mathematical activity according to the Model of Semantics Fields, through hypothetical comments about the realization of a task, based on history of mathematics, involving irrational numbers. In conclusion, we argue about the possibility to consider the characterization of mathematical activity as a way of understanding the sharing of legitimacies between mathematics practiced by mathematics teachers and mathematics practiced by mathematicians.

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.

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

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