It is often said that student teachers’ underlying beliefs of what mathematics consists of and how it should be taught are restricted in two ways. On the one hand, future elementary teachers in general use only weak mathematical conceptions, which often do not help them to realise their educational ambitions. On a general educational level, many of these students advocate discovery learning and collective problem solving, but when it comes down to the mathematical activities that have to be prepared, their experience of “traditional” school mathematics is of little help. On the other hand, future (higher) secondary teachers mostly are very well prepared with respect to formal academic mathematics when entering mathematics education programmes, either because they have already passed a mathematical formation at university or because their teacher education programmes emphasise the study of academic mathematics and not of educational or didactical modules.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Adler, J. (2001). Teaching mathematics in multilingual classrooms. Dordrecht: Kluwer.
Alrø, H., & Skovsmose, O. (2002). Dialogue and learning in mathematics education. Intention, reflection, critique. Dordrecht: Kluwer.
Amato, S. (2004). Improving student teachers’ mathematical knowledge. Proceedings of the 10th International Congress of Mathematical Education, Copenhagen, Denmark. Available at http://www.icme-organisers.dk/taA/.
Amato, S. (2005). Improving student teachers’ understanding of multiplication. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Bairral, M., & Zanette, L. (2005). Geometric learning and interaction in a virtual community of practice. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor & Francis.
Bloch, I. (2005). Learning new ways of teaching from mathematical research: Situations for mathematics teachers’ education. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Brown, T. (1997). Mathematics education and language. Interpreting hermeneutics and post-structuralism. Dordrecht: Kluwer.
Cobb, P., & Bauersfeld, H. (Eds.). (1995). The emergence of mathematical meaning: Interaction in classroom cultures. Hillsdale: Lawrence Erlbaum.
da Ponte, J. P., Oliveira, H., & Varandas, J. M. (2002). Development of pre-service mathematics teachers’ professional knowledge and identity in working with information and communication technology. Journal of Mathematics Teacher Education, 5(2), 93–115.
Gadanidis, G., & Namukasa, I. (2005). Math therapy. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Gellert, U., & Krummheuer, G. (2005). Collaborative interpretation of classroom interaction: Stimulating practice by systematic analysis of videotaped classroom episodes. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Grevholm, B., & Bergsten, C. (2005). The development of a professional language in mathematics teacher education. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Jaworski, B., & Gellert, U. (2003). Educating new mathematics teachers: Integrating theory and practice, and the roles of practising teachers. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 829–875). Dordrecht: Kluwer.
Kieran, C., Forman, E., & Sfard, A. (Eds.). (2002). Learning discourse. Discursive approaches to research in mathematics education. Dordrecht: Kluwer.
Miller, D. (2005). An ICT-rich mathematical environment enhancing pre-service teacher education. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Mousley, J., & Sullivan, P. (1997). Dilemmas in the professional education of mathematics teachers. In E. Pekhonen (Ed.), Proceedings of the 21st conference of the international group for the psychology of mathematics education (pp. 131–147). Lahti: University of Helsinki, Lahti Research and Training Centre.
Peretz, D. (2006). Enhancing reasoning attitudes of prospective elementary school mathematics teachers. Journal of Mathematics Teacher Education, 9(4), 381–400.
Peter-Koop, A., & Wollring, B. (2005). Communicating “own strategies” in primary mathematics classrooms: Insights for pre-service teachers. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Pimm, D. (1987). Speaking mathematically: Communication in mathematics classrooms. London: Routledge.
Proulx, J. (2005). “Objectives to work on” vs “Objectives to attain”: A challenge for mathematics teacher education curriculum? Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Raeithel, A. (1996). On the ethnography of cooperative work. In Y. Engeström, & D. Middleton (Eds.), Cognition and communication at work (pp. 319–339). Cambridge, MA: University Press.
Rosu, L. M., & Arvold, B. (2005). Questioning as learning milieu in mathematics teacher education. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Sayac, N. (2005). A scheme for the initial education of teachers: Analysing practices during professional workshops. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Sullivan, P. (1989). An investigation of the impact of pre-service teacher education and other professional support on classroom practices of primary teachers. Ph.D. dissertation, Monash University, Melbourne, Australia.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media LLC
About this chapter
Cite this chapter
Gellert, U. et al. (2009). Practising Mathematics Teacher Education: Expanding The Realm of Possibilities. In: Even, R., Ball, D.L. (eds) The Professional Education and Development of Teachers of Mathematics. New ICMI Study Series, vol 11. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09601-8_5
Download citation
DOI: https://doi.org/10.1007/978-0-387-09601-8_5
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-09600-1
Online ISBN: 978-0-387-09601-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)