Radakovic / Jao Borders in Mathematics Pre-Service Teacher Education

1. Auflage 2020
ISBN: 978-3-030-44292-7
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 281 Seiten, eBook

This book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers.

Zielgruppe

Research

Autoren/Hrsg.

Radakovic, Nenad

Jao, Limin

Inhaltsverzeichnis

Introduction: Borders in Mathematics Pre-service Teacher Education.- Part I: Curricular Borders in Mathematics Pre-service Teacher Education.- Chapter 1: Secondary Pre-Service Teachers’ Experiences in a Numeracy Course.- Chapter 2: Continuous Directed Scaling: Using Dynamic Diagrams to Model Multiplication and Division.- Chapter 3 - Developing Mathematical Thinking within Pre-Service Teachers.-Chapter 4: Coding in the mathematics classroom.- Part II: Programmatic Borders in Mathematics Pre-service Teacher Education.- Chapter 5: “They’re Completely Unrelated”: Investigating Field Experiences, Methods Courses, Content Courses in Teacher Education Programs.- Chapter 6: Elementary Versus Secondary: Crossing Divisions in Teacher Education.- Chapter 7: Initiating Mathematics Pre-Service Teachers into a Community of Practice.- Chapter 8: Practice-Based Pedagogy in Mathematics Pre-Service Teacher Education.- Chapter 9: The Co-Evolution of the Mathematics Pre-Service Teacher Classroom and the Elementary Classroom: A Process that Integrates Boundaries.- Part III: Societal Borders in Mathematics Pre-service Teacher Education.- Chapter 10: Blurring Gender Lines in Mathematics Pre-Service Teacher Education.- Chapter 11: Cultural Borders in Mathematics Pre-Service Teacher Education.-  Chapter 12: Navigating and Negotiating Race and Racial Identity in Mathematics: Teaching and Learning Lessons for Teachers and Teacher Educators.- Chapter 13: Supporting Pre-Service Teachers’ Knowledge for Teaching Authentic Mathematics.- Part IV: Geographic Borders in Mathematics Pre-service Teacher Education.- Chapter 14: Immigrant Mathematics Pre-Service Teachers.- Chapter 15: Refugees and the Migrant Crisis: Preparing Pre-Service Mathematics Teachers to Deal with Challenging Circumstances.- Chapter 16: Developing Teacher Knowledge in Pre-Service Teachers: An Approach Based on Crossing Multiple Boundaries.

Über Autor(innen)

Nenad Radakovic  is an Assistant Professor and Mathematics Educator at the College of Charleston, Department of Teacher Education. His Ph.D. is in the field of Curriculum Studies and Teacher Development and his doctoral research was on the pedagogy of risk in the context of secondary mathematics. Radakovic has taught secondary mathematics in Croatia, and elementary, middle school, and secondary mathematics in Toronto, Canada. Prior to his appointment at the College of Charleston, Radakovic was a Sessional Lecturer at the University of Toronto where he taught a graduate course about holistic approaches to elementary mathematics and a graduate course about making secondary mathematics meaningful. He is a Service, Teaching, and Research (STaR) Fellow with the Association of Mathematics Teacher Educators.  Limin Jao  received her Ph.D. in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education (OISE) of the University of Toronto, and is currently an Assistant Professor in the Department of Integrated Studies in Education at McGill University. Her research interests include issues of exemplary teaching practice, teacher beliefs, and teacher education (pre-service and in-service), particularly in mathematics education contexts. In addition to teaching undergraduate and graduate level mathematics education courses, Jao is involved in various teacher professional development initiatives. A former secondary school mathematics teacher, Jao was also a museum educator for many years.