Synopsis
Preface. Section I: Perspectives on Teacher Education. Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development; T.J. Cooney. A Review of Research Perspectives on Mathematics Teacher Education; S. Lerman. Section II: Making Sense of Mathematics. Investigating Mathematics and Learning to Teach Mathematics; J.P. da Ponte. Using the Intuitive-Rules Theory as a Basis for Educating Teachers; D. Tirosh, et al. The Use of New Technologies as a Vehicle for Restructuring Teachers' Mathematics; C. Laborde. Section III: Making Sense of Teaching. Digitizing Real Teaching Practice for Teacher Education Programmes: The MILE Approach; F. Goffree, W. Oonk. Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers; P. Sullivan, J. Mousley. Mathematics Teaching, Teacher Education, and Educational Research: Developing `Practical Theorising' in Initial Teacher Education; K. Ruthven. Preparing Teachers for Handling Students' Mathematical Communication: Gathering Knowledge and Building Tools; A. Sfard, C. Kieran. Section IV: Making Sense of the Context of Teaching. An Approach for Supporting Teachers' Learning in Social Context; P. Cobb, K. McClain. Educating Student Teachers About Values in Mathematics Education; A.J. Bishop. Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachers; C. Chin, et al. Section V: Making Sense of the Complexity of Teacher Education. Teachers' Growth is More Than the Growth of Individual Teachers: The Case of Gisela; K. Krainer. Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learners; B. Jaworski. Index.
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