LEADER 05186nam 22005895 450 001 9910410011703321 005 20200703130208.0 010 $a3-030-44292-6 024 7 $a10.1007/978-3-030-44292-7 035 $a(CKB)4100000011263830 035 $a(MiAaPQ)EBC6208507 035 $a(DE-He213)978-3-030-44292-7 035 $a(iGPub)SPNA0066891 035 $a(EXLCZ)994100000011263830 100 $a20200522d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBorders in Mathematics Pre-Service Teacher Education /$fedited by Nenad Radakovic, Limin Jao 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (292 pages) 311 $a3-030-44291-8 327 $aIntroduction: 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. . 330 $aThis 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. 606 $aMathematics?Study and teaching  606 $aLearning 606 $aInstruction 606 $aTeaching 606 $aMathematics Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O25000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 615 0$aMathematics?Study and teaching . 615 0$aLearning. 615 0$aInstruction. 615 0$aTeaching. 615 14$aMathematics Education. 615 24$aLearning & Instruction. 615 24$aTeaching and Teacher Education. 676 $a510.71 676 $a510.71 702 $aRadakovic$b Nenad$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aJao$b Limin$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910410011703321 996 $aBorders in Mathematics Pre-Service Teacher Education$92005616 997 $aUNINA