6533b872fe1ef96bd12d2d0b

RESEARCH PRODUCT

Learning to Teach Mathematics: Expanding the Role of Practicum as an Integrated Part of a Teacher Education Programme

D. MewbornBarbro GrevholmA. Carneiro AbrahãoChrister BergstenJ. HvoreckyD. TiroshJarmila NovotnáLuisa-maria RosuJérôme ProulxJeppe SkottNadine BednarzLucie DebloisP. TsamirTim RowlandJean-françois MaheuxP. A. ChakalisaPeter HuckstepP. JohnsonK. G. GaregaeB. ArvoldFranco FavilliGötz KrummheuerA. T. De Carvalho Correa De OliveiraDjordje KadijevichMarie HofmannováAnne ThwaitesUwe GellertO. ChapmanLenni Haapasalo

subject

Professional developmentMathematicsofComputing_GENERALPhilosophy of mathematics educationTeacher educationReform mathematicsPolitical scienceConnected MathematicsPedagogyComputingMilieux_COMPUTERSANDEDUCATIONMathematics educationCore-Plus Mathematics ProjectMath warsEveryday MathematicsMathematics

description

The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators. The Professional Education and Development of Teachers of Mathematics is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.

yearjournalcountryeditionlanguage
2009-01-01
https://doi.org/10.1007/978-0-387-09601-8_6