Mathematics Teacher Education: Critical International Perspectives

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