Mathematics Teacher Education: Critical International Perspectives (studies In Mathematics Education Series)

Annotation Currently there is substantial exchange and communication between academic communities around the world as researchers endeavour to discover why so many children 'fail' at a subject that society deems crucial for future economic survival. This book charts current thinking and trends in teacher education around the world, and looks critically at the inservice education of maths teachers. The contributors explore the processes, practices and issues in teacher education projects in ten countries and these are then discussed and related to current philosophies of teacher education. The book provides an insight into the successes and shortcomings of many different approaches to maths education Book Cover......Page 1 Half-Title......Page 2 Title......Page 4 Copyright......Page 5 Contents......Page 6 List of Figures and Tables......Page 8 Series Editor’s Preface......Page 9 Section One Openings......Page 11 Background of the Book......Page 12 Section Two: International Perspectives in Mathematics Teacher Education......Page 13 Section Three: Critical Perspectives Linking Theory and Practice in Mathematics Teacher Education......Page 14 Reference......Page 15 Early Stages of Inservice Education......Page 16 The Middle Years: Mathematics Teaching and Learning Reconceptualized......Page 18 The Current Scene: Teacher Research and Reflection......Page 21 References......Page 22 Section Two International Perspectives in Mathematics Teacher Education......Page 24 Editors’ comment......Page 25 Introduction......Page 26 Performance Assessment and Mathematical Models......Page 27 Inservice for Teachers in the United States......Page 28 Inservice with Teachers: Performance Assessment......Page 29 Teachers’ Conceptions Challenged......Page 30 References......Page 33 Introduction......Page 35 Underlying Perspectives......Page 36 Background......Page 37 The Problem Situations......Page 38 An Example......Page 39 Reference......Page 41 Introduction......Page 42 Organizational Information......Page 43 A Problem-centred Approach......Page 44 The Problems Posed to Teachers in the Workshops......Page 45 The Apple Tarts......Page 46 Evaluation......Page 48 References......Page 49 Educational System in Lebanon......Page 51 Inservice Training......Page 52 Intermediate and Secondary School Teachers......Page 53 References......Page 56 Editors’ Comment......Page 57 Inservice Education for Primary Teachers in Portugal......Page 58 The Project......Page 59 The Case Study—School Context......Page 60 Miguel......Page 61 Rita......Page 62 Teacher Education......Page 63 Conclusions......Page 65 References......Page 67 The Course: Mathematics Classroom Situations......Page 68 Analysis of Situations......Page 69 Teachers’ Own Responses......Page 70 Reactions to Other Teachers’ Responses......Page 71 Acquaintance with Research on Student Learning of Mathematics......Page 72 Student Interviews......Page 74 Conclusion......Page 75 References......Page 76 Editors’ Comment......Page 77 8 Dilemmas of Constructivist Mathematics Teaching: Instances from Classroom Practice......Page 78 Which Ideas Should I Pursue? What Should I Teach?......Page 79 To Tell or Not to Tell......Page 81 Time......Page 82 Resolving Dilemmas......Page 83 References......Page 86 Socio-political Concerns: Need for Redress......Page 87 Educational Concerns......Page 88 Government......Page 89 Other Agencies......Page 90 The Maths Centre for Primary Teachers (MCPT)......Page 91 Phase 2: Classroom Practice Phase (about 3 months)......Page 92 Phase 4: Building a Local Educative Community......Page 93 References......Page 97 Editors’ Comment......Page 99 Background......Page 100 Differences in Effect of the Project for Different Teachers......Page 102 Relationship of Confidence, Competence, and Professional Development in the Project......Page 103 Mathematical Knowledge and Professional Development Programmes......Page 104 A Teacher with an Adequate Mathematical Background Who Was Able to Reflect on Her Teaching......Page 105 A Teacher Whose Limited Mathematical Knowledge Restricted Her Ability to Reflect on Her Teaching......Page 106 What Emily Taught Us......Page 108 References......Page 109 Guiding Principles of the Programme......Page 111 Action and Reflection: A Teacher’s Efforts to Improve Her Knowledge about Her Students’ Understanding......Page 113 Autonomy and Networking—Teachers Organize Further Inservice Education......Page 116 Continuous Work with Groups of Mathematics Teachers Based on the PFL Philosophy......Page 117 References......Page 119 Editors’ Comment......Page 121 A New Context......Page 122 Alias Smith and Jones......Page 123 Why, Then, My Concern?......Page 124 What Can We Do About It?......Page 128 Notes......Page 130 References......Page 131 Section Three......Page 132 Introduction......Page 134 A Prevailing Tradition and a Need for Change......Page 135 Teachers Working on Mathematics in Inservice Programmes......Page 137 Working with Teachers in Out-of-school Versus In-school Contexts......Page 140 Programmes Which Focus on Alternative Approaches to Classroom Teaching......Page 143 Teacher-as-researcher Programmes......Page 145 Teacher Educator Learning and Development......Page 146 Constructivism as a Perspective for Teaching Development......Page 147 The Socio-economic, Cultural and Political Context of Mathematics Teacher Education......Page 149 Politicization of Mathematics Education......Page 150 Constructivism, Culture and Complexity......Page 151 A Critical Perspective on Mathematics Teacher Education......Page 152 Implications for Mathematics Teacher Educators......Page 153 References......Page 155 Introduction......Page 157 Background to the Enactivist Viewpoint......Page 159 Environments for Learning Mathematics......Page 160 Meaning Making......Page 161 Teaching and Learning Mathematics......Page 162 Cognition Is Not Problem Solving......Page 164 The Canadian Programme......Page 165 The Sri Lankan Programme......Page 167 Conclusion......Page 168 Notes......Page 169 References......Page 170 Introduction......Page 171 Dilemmas for Mathematics Teacher Educators......Page 172 Teachers’ Knowledge......Page 173 Approaches to inservice based on teacher knowledge......Page 174 An approach to inservice based on the teaching triad......Page 177 Theoretical Framework for Teaching and Learning......Page 178 An approach to inservice teacher development......Page 179 Current approach to teacher education......Page 181 Preliminary Findings......Page 183 Conclusion......Page 184 References......Page 185 The Problem for Mathematics Educators......Page 188 Influences on Teaching Development......Page 190 What Do We Mean by Knowledge in Teaching?......Page 192 Communication of Knowledge in Teaching......Page 194 A theory-practice dialectic......Page 196 Linking Theory to Practice in Conceptualizing Knowledge Growth in Teaching......Page 197 The Mathematics Teacher Enquiry Project......Page 198 Mathematics Teaching Development in Pakistan......Page 202 What Is Plurality?......Page 208 Pedagogical Power......Page 209 To Engender or Make Manifest Theoretical Principles in Practice......Page 210 The Overt Construction of Teaching Development in Social Settings......Page 211 In Conclusion......Page 212 References......Page 214 Final Remarks......Page 217 Notes on Contributors......Page 218 Index......Page 222 Edited By Barbara Jaworski, Terry Wood, And Sandy Dawson. Includes Bibliographical References And Index. Mode Of Access: World Wide Web. Sammenligning af uddannelsen til matematiklærer i 10 lande