Authoritative knowledge in initial teacher education: studying the role of subject textbooks through two ethnographic studies of mathematics teacher education

2012 ◽  
Vol 38 (2) ◽  
pp. 115-125 ◽  
Author(s):  
Dennis Beach ◽  
Catarina Player-Koro
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Initial Teacher Education ◽  
Authoritative Knowledge ◽  
Ethnographic Studies

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 A review of research trends in mathematics teacher education

2011 ◽  
Vol 5 (4) ◽  
pp. 129-145
Author(s):  
Mario Sánchez
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Research Trends ◽  
Theoretical Concepts ◽  
Main Research ◽  
Mathematics Teacher Educators ◽  
New Research

This article presents a literature review in the field of mathematics teacher education research. The review focuses on identifying the main research trends in this field, that is, the main research topics that the mathematics teacher educators’ community is currently addressing, and the main theoretical concepts used to study these topics. One of the contributions of the review is that it identifies new research trends that have not been previously reported. Some of these trends are online mathematics teacher education, and the design and role of tasks in mathematics teacher education. Una revisión de las tendencias de investigación en la formación de profesores de Matemáticas Este artículo presenta una revisión de la literatura en el campo de la investigación en formación de profesores de matemáticas. La revisión se centra en identificar las principales tendencias de investigación en este campo, es decir, los principales temas de investigación que la comunidad de formadores de profesores está abordando actualmente, así como los principales conceptos teóricos usados para estudiar esos temas. Una de las contribuciones de esta revisión es que se identifican tendencias de investigación que no han sido reportadas previamente. Algunas de estas tendencias son la formación online de profesores de matemáticas y el diseño y rol de las tareas en la formación de profesores de matemáticas.Handle: http://hdl.handle.net/10481/15312Nº de citas en WOS (2017): 3 (Citas de 2º orden, 3)Nº de citas en SCOPUS (2017): 6 (Citas de 2º orden, 4)

scholarly journals Mobile inquiry-as-play in mathematics teacher education

2017 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Teacher Education ◽  
Digital Media ◽  
Mobile Learning ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Learning Activity ◽  
Narrative Methods ◽  
Education Design ◽  
Pre Service Teacher

This study aims to describe the feasibility of designing and fostering pre-service teacher inquiry at the intersection of community and disciplinary engagement. Mapping My Math (MMM), a game-based and mobile learning activity, guided pre-service teachers in playfully exploring mathematics featured in the everyday activities of people and places and creatively representing this inquiry with digital media. This study draws from design-based research that examined the role of place, digital media and mobility in mathematics teacher education. Design narrative methods describe how MMM was created, implemented and refined to support disciplinary inquiry across settings given the evolution of tools, activities and practices. The study and design narrative address the following question: How can game-based and mobile learning be designed to support pre-service teachers’ disciplinary inquiry of everyday mathematics? Findings shared in this study’s design narrative attend to the quality of pre-service teachers’ inquiry-as-play, or expressive mobility situated among learners’ social and material relations, disciplinary concepts and the built environment. Implications from this study concern the role of mobile learning in mathematics teacher education to connect school, community and online settings; the potential of gameful design to impact pre-service teacher learning across settings; and the importance of fostering disciplinary inquiry whereby pre-service teachers can “navigate” their own learning. Originality/value – Game-based and mobile learning designs, like MMM, can create the conditions for cross-setting mobility as generative of inquiry-as-play in mathematics teacher education. MMM encouraged pre-service teachers to playfully leverage disciplinary practices that shaped new relationships with mathematics, their city and the mathematics of place and community.

scholarly journals Mathematics subject teacher training at the University of Helsinki

2015 ◽  
Vol 3 (6) ◽  
pp. 763-767
Author(s):  
Terhi Hautala ◽  
Oikkonen Juha
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Math Education ◽  
The University

This paper describes the structure and the role of the mathematics teacher education at the Department of Mathematics and Statistics of the University of Helsinki. The article describes how innovations and research in university math education can lead to better teacher education.

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.

scholarly journals Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM ◽  
2021 ◽  
Author(s):  
Rossella Santagata ◽  
Johannes König ◽  
Thorsten Scheiner ◽  
Ha Nguyen ◽  
Ann-Kristin Adleff ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Mathematics Teacher ◽  
Professional Competence ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Fundamental Aspect ◽  
Teacher Noticing ◽  
Theoretical Perspectives ◽  
Supporting Tool

AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

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