Preparing to Use the Teachers Empowered to Advance Change in Mathematics Modules: Considerations for Mathematics Teacher Educators

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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PROFESSIONAL NOTICING PRACTICES OF NOVICE MATHEMATICS TEACHER EDUCATORS

International Journal of Science and Mathematics Education ◽

10.1007/s10763-014-9570-9 ◽

2014 ◽

Vol 14 (1) ◽

pp. 217-241 ◽

Cited By ~ 10

Author(s):

Julie Amador

Keyword(s):

Mathematics Teacher ◽

Teacher Educators ◽

Professional Noticing ◽

Mathematics Teacher Educators

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German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

Magistra Iadertina ◽

10.15291/magistra.1491 ◽

2018 ◽

Vol 12 (2) ◽

pp. 77-97

Author(s):

Ana Kuzle

Keyword(s):

Professional Development ◽

Problem Solving ◽

Mathematics Teacher ◽

Large Scale ◽

Teacher Educators ◽

Mathematics Classroom ◽

Research Report ◽

Mathematics Teacher Educators ◽

Set Up ◽

Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

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