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Record Nr. |
UNINA9910484137603321 |
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Titolo |
The learning and development of mathematics teacher educators : international perspectives and challenges / / edited by Merrilyn Goos, Kim Beswick |
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Pubbl/distr/stampa |
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Cham, Switzerland : , : Springer, , [2021] |
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©2021 |
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ISBN |
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Descrizione fisica |
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1 online resource (472 pages) |
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Collana |
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Research in Mathematics Education |
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Disciplina |
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Soggetti |
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Mathematics - Study and teaching |
Ensenyament de la matemàtica |
Llibres electrònics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Intro -- Acknowledgments -- Contents -- Contributors -- Editor and Author Biographies -- Editors -- Authors -- Chapter 1: Introduction: The Learning and Development of Mathematics Teacher Educators -- 1.1 Rationale -- 1.2 Who Is a Mathematics Teacher Educator? -- 1.3 Structure of the Book -- 1.3.1 Theme 1: The Nature of Mathematics Teacher Educator Expertise -- 1.3.1.1 Questions Addressed by Theme 1 Chapters -- 1.3.2 Theme 2: Learning and Developing as a Mathematics Teacher Educator -- 1.3.2.1 Questions Addressed by Theme 2 Chapters -- 1.3.3 Theme 3: Methodological Challenges in Researching Mathematics Teacher Educator Expertise, Learning, and Development -- 1.3.3.1 Questions Addressed by Theme 3 Chapters -- 1.3.4 Commentary Chapters -- 1.4 Contributions to Advancing the Field -- References -- Part I: The Nature of Mathematics Teacher Educator Expertise -- Chapter 2: What Do Mathematics Teacher Educators Need to Know? Reflections Emerging from the Content of Mathematics Teacher Education -- 2.1 Introduction -- 2.2 Mathematics Teacher Educator Knowledge -- 2.3 Mathematical Knowledge -- 2.4 Knowledge About Teachers' PCK -- 2.5 Knowledge About Mathematics Teaching Practices and Skills -- 2.6 Knowledge About Professional Identity -- 2.7 Pedagogical Content Knowledge: |
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What Does 'Content' Mean Here? -- 2.8 Knowledge of the Features of the Professional Development of Mathematics Teachers -- 2.9 Knowledge of Teaching the Content of Initial Mathematics Teacher Education Programmes -- 2.10 Knowledge of the Standards of Mathematics Teacher Education Programmes -- 2.11 Three Profiles of MTE -- 2.12 Concluding Remarks -- References -- Chapter 3: Applying the Knowledge Quartet to Mathematics Teacher Educators: A Case Study Undertaken in a Co-teaching Context -- 3.1 Introduction -- 3.2 Review of Literature -- 3.2.1 Mathematical Knowledge for Teaching. |
3.3 Theoretical Framework -- 3.3.1 The Knowledge Quartet -- 3.4 Methodology -- 3.5 Results and Discussion -- 3.5.1 Lesson Episode 1: Algebraic Thinking -- 3.5.1.1 Lesson Observations -- 3.5.1.2 Post-lesson Data -- 3.5.1.3 Post-lesson Reflections: Co-teachers -- 3.5.2 Lesson Episode 2: Measurement -- 3.5.2.1 Post-lesson Data -- 3.5.2.2 Links to the Knowledge Quartet -- 3.5.2.3 Foundation -- 3.5.2.4 Transformation -- 3.5.2.5 Connection -- 3.5.2.6 Contingency -- 3.6 Conclusions and Implications -- References -- Chapter 4: The Research Mathematicians in the Classroom: How Their Practice Has Potential to Foster Student Horizon -- 4.1 Undergraduate Studies in Mathematics and the Teaching Profession: Teachers' Mathematical Horizon -- 4.2 Research Mathematicians' Teaching Practices that Have Potential Implications on Teacher Education Programmes -- 4.3 Research Mathematicians' Teaching Practices with the Potential to Foster Students' Horizon -- 4.3.1 Methodology and Settings -- 4.3.2 Teaching Work on Fostering Student Horizon -- 4.4 Drawing on Examples -- 4.5 Connecting Mathematical Areas -- 4.6 Visualising -- 4.7 Simplifying -- 4.7.1 In a Nutshell -- 4.8 Implications for Mathematics Teacher Education -- References -- Chapter 5: Pedagogical Tasks Toward Extending Mathematical Knowledge: Notes on the Work of Teacher Educators -- 5.1 Introduction -- 5.2 Script-Writing in Mathematics Education -- 5.3 The Usage-Goal Framework -- 5.4 Context for the Examples -- 5.5 Example 1: Functions, Not Just Linear -- 5.5.1 The Scripting Task: Functions -- 5.5.2 Snapshots from the Scripts: Functions -- 5.5.2.1 On the Notion of Function -- 5.5.2.2 Polynomial Expressions -- 5.5.3 Follow-Up Activities: Functions -- 5.5.3.1 Function Definition -- 5.5.3.2 Fitting Polynomials -- 5.6 Example 2: Irrational Exponents, Not Just with a Calculator. |
5.6.1 The Scripting Task: Irrational Exponents -- 5.6.2 Snapshots from the Scripts: Irrational Exponents -- 5.6.2.1 Irrationals Can Only Be Approximated -- 5.6.2.2 Attempting to Make Sense of Irrational Exponents with the Use of Graphs -- 5.6.3 Follow-Up Activities: Irrational Exponents -- 5.6.3.1 Finding Irrational Numbers on the Number Line -- 5.6.3.2 Graphing Rational Exponents -- 5.7 Conclusion -- References -- Chapter 6: Characterisation of Mathematics Teacher Educators' Knowledge in Terms of Teachers' Professional Potential and Challenging Content for Mathematics Teachers -- 6.1 Introduction -- 6.2 Background -- 6.2.1 Students' Mathematical Potential as Challenging Content for MTs -- 6.2.2 MTs' and MTEs' Proficiency as a Function of Varying Mathematical Challenge -- 6.3 Framing Challenging Content for MTs Using Mathematical Challenge and Mathematical Potential -- 6.4 MTEs' Knowledge and Skills in Terms of MTs' Professional Potential and Challenging Content for MTs -- References -- Chapter 7: Learning to Teach Mathematics: How Secondary Prospective Teachers Describe the Different Beliefs and Practices of Their Mathematics Teacher Educators -- 7.1 Beliefs About Mathematics and Mathematics Teaching -- 7.2 This Study -- 7.3 Survey Results and Discussion -- 7.3.1 Beliefs |
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About Mathematics -- 7.3.2 Beliefs About Teaching Mathematics -- 7.4 Beliefs About Learning Mathematics -- 7.4.1 Differences Between the Beliefs of Subgroups of MTEs and Between MTEs and Prospective Teachers -- 7.5 Differences Related to MTEs' Qualifications -- 7.6 Interviews with MTEs and Prospective Teachers -- 7.6.1 The Case of Ryan -- 7.6.2 The Case of Paul -- 7.6.3 The Case of Sam -- 7.6.4 Discussion of the MTE Cases -- 7.6.5 Prospective Teachers' Views on Mathematics Teaching -- 7.7 Conclusions -- References -- Part II: Learning and Developing as a Mathematics Teacher Educator. |
Chapter 8: Supporting Mathematics Teacher Educators' Growth and Development Through Communities of Practice -- 8.1 Background -- 8.2 Forming the Community of Practice -- 8.3 Theoretical Framings -- 8.3.1 Reflection and Inquiry -- 8.3.2 Mathematical Knowledge for Teaching -- 8.4 Our CoP Processes -- 8.5 What Did We Learn? -- 8.5.1 Mathematics Content Knowledge -- 8.5.2 Working with Young Adult Learners -- 8.5.3 Thinking About Our Questioning -- 8.5.4 Learning from Our Community of Practice -- 8.6 Communities of Practice in the MTE Community -- 8.7 Conclusions -- References -- Chapter 9: Artifact-Enhanced Collegial Inquiry: Making Mathematics Teacher Educator Practice Visible -- 9.1 The Methods Course -- 9.1.1 General Information -- 9.1.2 Cycle of Enactment and Investigation -- 9.1.3 Contemplate then Calculate (CtC) -- 9.2 Theoretical Perspective -- 9.3 Artifact-Enhanced Collegial Inquiry (ACI) -- 9.4 Illustrating ACI -- 9.4.1 Phase 1: Proposing and Negotiating the Focus of Inquiry Within MTE Practice -- 9.4.2 Phase 2: Reconstructing and Enhancing the Focus of Inquiry with Artifacts -- 9.4.3 Phase 3: Consolidating and Projecting Forward from Focal Analysis to Future MTE Practice -- 9.4.4 Coda -- 9.5 Discussion -- References -- Chapter 10: Working with Awareness as Mathematics Teacher Educators: Experiences to Issues to Actions -- 10.1 Introduction -- 10.2 Background Ideas -- 10.2.1 Working with Awarenesses -- 10.2.2 Metacommunication -- 10.2.3 Second-Person Perspectives -- 10.3 A Way of Working: Experiences to Issues to Actions (Laurinda) -- 10.3.1 Story: Planning for the 4-Minute Workshop -- 10.3.1.1 Task 1: Limitations We Put on Ourselves -- 10.3.1.2 Task 2: What to Do When Students Have Finished? -- 10.3.1.3 Task 3: What's the Purpose of the Activity? -- 10.4 Current Stories and Discussions of Planning -- 10.4.1 Alf: Session on Using ICT. |
10.4.2 Tracy: Session on "Algebra" -- 10.4.3 Julian: Session on "Assessment" -- 10.5 Reflecting on Similarities and Differences in the Learning of Prospective Teachers and MTEs -- 10.6 Layers of Awareness -- References -- Chapter 11: Mapping the Territory: Using Second-Person Interviewing Techniques to Narratively Explore the Lived Experience of Becoming a Mathematics Teacher Educator -- 11.1 Introduction -- 11.2 Theoretical Underpinnings -- 11.2.1 Being an Enactivist -- 11.2.2 What Is Learning? -- 11.2.3 Second-Person Interviewing -- 11.3 Methodology and Methods -- 11.3.1 Using the Protocol for Second-Person Interviewing -- 11.3.2 Stabilising Attention -- 11.3.3 Turning the Attention from What to How? -- 11.3.4 Moving from a General Representation to a Singular Experience -- 11.3.5 Getting to New Basic-Category Labels -- 11.4 Case Study Written by Alistair: Becoming a Mathematics Teacher Educator -- 11.4.1 Narrative for Strapline: Setting Up the Culture -- 11.5 Discussion of Case Study -- 11.6 Multiple Perspectives -- 11.6.1 Strapline: Setting Up the Culture -- 11.6.2 Thoughts on Similarities and Differences for Setting Up the Culture -- 11.6.3 Strapline: Listening and Listening for -- 11.6.4 Thoughts on Similarities and Differences for Listening and Listening for -- 11.7 Final Discussion -- References -- Chapter 12: From Researcher in Pure Mathematics to Primary School |
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Mathematics Teacher Educator -- 12.1 Introduction -- 12.2 Teacher Education in Norway -- 12.3 Literature on Becoming a Mathematics Teacher Educator -- 12.4 Methodology: Inner Research and Self-Study -- 12.5 Investigation of MTE Learning Within a Four-Dimensional Framework -- 12.5.1 Knowledge and Learning -- 12.5.2 Inquiry and Reflection -- 12.5.3 Insider and Outsider -- 12.5.4 Individual and Community -- 12.6 Conclusion -- References. |
Chapter 13: Shaping our Collective Identity as Mathematics Teacher Educators. |
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