Skip to main content
SpringerLink
Log in

History of Mathematics Teacher Education

  • Chapter
  • First Online:
Handbook on the History of Mathematics Education

Abstract

This chapter attempts to trace the development of mathematics teacher education over the last two centuries. The discussion focuses primarily on Europe and North America. An understanding that the government must take part in preparing teachers for secondary education, and an appreciation of what such preparation must consist of, did not emerge all at once and everywhere in the same manner. Gradually, examinations for teachers came to play an important role, as did special forms of professional preparation. Approaches to the subject-oriented and professional sides of teacher preparation changed over time, occurring differently in different countries. The challenges and issues in mathematics teacher education discussed in this chapter in many cases remain pressing and influential to this day.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 299.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 379.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 379.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    In the course of the nineteenth century, besides the gymnasia, also Realschule and Realgymnasia (a mixed form) came into existence. Teacher education for these schools was the same as for the gymnasia, based on the ideal of pure mathematics. At the end of the nineteenth century, this emphasis on pure mathematics would cause problems at the technical schools and was one of the reasons for Felix Kleins proposals for reform.

  2. 2.

    Another example is the paper that Karl Weierstrass wrote in 1840 for his final exam at the seminar in Münster: About the Socratic dialogue and its applicability in school teaching.

  3. 3.

    The so-called École Normale de l’an III (1795) existed only for a few months.

  4. 4.

    In the Ecoles Centrales, the teachers were still free to choose the textbook, but the great majority used the same book, that of E. Bezout. In the Lycées and Collèges, the textbooks of Lacroix were dominating.

  5. 5.

    At the University of Groningen, the students instead visited primary schools in the countryside where they attended lessons, but sometimes they caused scandals by ridiculing the schoolmaster. Letter from the board of governors to the minister of the interior, 1838, State Archives, The Hague.

  6. 6.

    Raymond Clare Archibald published already in 1918 an extensive study on the education of teachers of mathematics in the countries represented in the CIEM, based on material then already available. His study covers partly other countries than the 1932 report and gives also detailed information on secondary and higher education

  7. 7.

    Institutes for higher education such as the École Normale Superieure or the École Polytechnique. These institutions were more prestigious than the universities.

  8. 8.

    These rules contained some more refinements, which are omitted here.

  9. 9.

    For Norway, see L’enseignement mathématique, 32, 360–364, 1933; for Denmark, L’enseignement mathématique, 32, 202–204, 1933; for Sweden, R.C. Archibald, The training of teachers of mathematics for the secondary schools of the countries represented in the international commission on the teaching of mathematics. Washington 1918

    .

References

  • Amberg, Ernst. 1933. (Commission Internationale de l’enseignement mathématique) La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Suisse. L’enseignement mathématique 32: 375–379.

    Google Scholar 

  • Archibald, Raymond Clare. 1918. The training of teachers of mathematics for the secondary schools of the countries represented in the international commission on the teaching of mathematics. Washington: Government Printing Office.

    Google Scholar 

  • Aydin, Yusuf. 1990. Mathematics teacher preparation in Turkey today. Educational Studies in Mathematics 21: 471–478.

    Article  Google Scholar 

  • Beke, Emanuel, A. Szücs, and G. Toth. 1933. (Commission Internationale de l’enseignement mathématique) La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Hongrie. L’enseignement mathématique 32: 239–244.

    Google Scholar 

  • Bernardi, Claudio, and Ferdinando Arzarello. 1996. Educational system and teacher training in Italy. Roma: Unione Mathematica Italiana.

    Google Scholar 

  • Bunt, Lucas Nicolaas Hendrik. 1962. The training of a mathematics teacher in The Netherlands. Groningen: J.B. Wolters.

    Google Scholar 

  • Commission Internationale de l’enseignement mathématique. 1933. La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Pologne. L’enseignement mathématique 32: 365–374.

    Google Scholar 

  • Condette, Jean-François. 2007. Histoire de la formation des enseignants en France XIX e -XX e siècle. Paris: L ‘Harmattan.

    Google Scholar 

  • Donoghue, Eileen Frances. 2003. The emergence of a profession: Mathematics education in the United States 1890–1920. In A history of school mathematics, ed. Georg Milan Alexander Stanic and I. Jeremy Kilpatrick, 159–195. Reston: NCTM.

    Google Scholar 

  • Fehr, Henri. 1931. (Commission Internationale de l’enseignement mathématique), Enquête sur la preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. L’enseignement mathématique 30: 290–296.

    Google Scholar 

  • Freudenthal, Hans. 1969. Further training of mathematics teachers in the Netherlands. Educational Studies in Mathematics 1: 484–492.

    Article  Google Scholar 

  • Furinghetti, Fulvia. 1998. Mathematics teacher education in Italy: A glorious past, an uncertain present, a promising future. Journal of Mathematics Teacher Education 1: 341–348.

    Article  Google Scholar 

  • Gelder, Jacob de. 1838. Report to the board of governors of the University of Leiden. Handwritten report, archives of the University of Leiden, University Library AC II 95.178.

    Google Scholar 

  • Genzwein, Ferenc. 1970. The system and organization of further training for the mathematics teachers of the secondary schools in Budapest. Educational Studies in Mathematics 2: 419–429.

    Article  Google Scholar 

  • Giacardi, Livia. 2010. The Italian school of algebraic geometry and mathematics teaching: Methods, teacher training, and curricular reform in the early twentieth century. International Journal for the History of Mathematics Education 5: 1–19.

    Google Scholar 

  • Giacardi, Livia. 2011. The training of mathematics teachers in Italy (1875–1923). In History and epistemology in mathematics education. Proceedings of the sixth European summer university, ed. Evelyne Barbin, Manfred Kronfellner, and Constantinos Tzanakis, 6–10. Wien: Holzhausen GmbH.

    Google Scholar 

  • Gispert, Hélène, and Gert Schubring. 2011. Societal, structural and conceptual changes in mathematics teaching: Reform process in France and Germany over twentieth century and the international dynamics. Science in Context 24(1): 73–106.

    Article  MathSciNet  MATH  Google Scholar 

  • Hedrick, Earl Raymond. 1933. (Commission Internationale de l’enseignement mathématique) La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: États-Unis. Preliminary report of the American committee. L’enseignement mathématique 32: 205–207.

    Google Scholar 

  • Heegard, Paul. 1933. (Commission Internationale de l’enseignement mathématique), La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Norvége. L’enseignement mathématique 32: 360–364.

    Google Scholar 

  • Howson, Albert Geoffrey. 1982. A history of mathematics education in England. Cambridge: Cambridge University Press.

    Book  MATH  Google Scholar 

  • Howson, Albert Geoffrey. 2010. Mathematics, society and curricula in nineteenth century England. International Journal for the History of Mathematics Education 5(1): 21–51.

    Google Scholar 

  • Iliovici, Guy, and Desforge, Julien. 1933. (Commission Internationale de l’enseignement mathématique), La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: France. L’enseignement mathématique 32: 208–239.

    Google Scholar 

  • Karamata, Jovan. 1933. (Commission Internationale de l’enseignement mathématique), La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Yougoslavie. L’enseignement mathématique 32: 395–400.

    Google Scholar 

  • Karp, Alexander. 2004. Conducting research and solving problems: The Russian experience of inservice training. In The work of mathematics teacher educators: Exchanging ideas for effective practice, ed. T. Watanabe and D. Thompson, 35–48. San Diego: Association of Mathematics Teacher Educators (AMTE).

    Google Scholar 

  • Karp, Alexander. 2010. Reforms and counter-reforms: Schools between 1917 and the 1950s. In Russian mathematics education: History and world significance, ed. Alexander Karp and Bruce Vogeli, 43–85. Singapore: World Scientific.

    Chapter  Google Scholar 

  • Karp, Alexander. 2012. Russian mathematics teachers: Beginnings. In Pre-proceedings of ICME-12, TSG35. http://www.icme12.org/

  • Karp, Alexander, and Leonid Zvavich. 2011. On the mathematics lesson. In Russian mathematics education: Programs and practices, ed. Alexander Karp and Bruce R. Vogeli, 1–36. Singapore: World Scientific.

    Chapter  Google Scholar 

  • Keitel-Kreidt, Christine. 1997. About the history of teacher education. http://www.didaktik.mathematik.uni-wuerzburg.de/history/meg/mathedb4.html

  • Kellaway, Francis William a.o. 1949. The training of teachers of mathematics in technical schools and colleges. London: Bells.

    Google Scholar 

  • King, Alexander. 1971. Supply, recruitment and training of science and mathematics teachers. Paris: OECD.

    Google Scholar 

  • Lietzmann, Walter. 1933. (Commission Internationale de l’enseignement mathématique) La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Allemagne. L’enseignement mathématique 32: 169–177.

    Google Scholar 

  • Loria, Gino. 1932. La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. I Rapport Général. L’enseignment mathématique 32: 5–20.

    Google Scholar 

  • Ma, Liping. 1999. Knowing and teaching elementary mathematics. Mahwah: Lawrence Erlbaum.

    MATH  Google Scholar 

  • Mineur, Ad, and Frans Sterkens. 1933. (Commission Internationale de l’enseignement mathématique) La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Belgique. L’enseignement mathématique 32: 193–201.

    Google Scholar 

  • Mollerup, Johannes. 1933. (Commission Internationale de l’enseignement mathématique) La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Danemark. L’enseignement mathématique 32: 202–204.

    Google Scholar 

  • Neville, Eric Harold. 1933. (Commission Internationale de l’enseignement mathématique) La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Angleterre. L’enseignement mathématique 32: 178–183.

    Google Scholar 

  • Noble, Charles Albert. 1927. The teaching of mathematics in German secondary schools and the training of teachers for these schools. The American Mathematical Monthly 43(6): 286–293.

    Article  MathSciNet  Google Scholar 

  • Perna, Alfredo. 1933. (Commission Internationale de l’enseignement mathématique), La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Italie. L’enseignement mathématique 32: 245–254.

    Google Scholar 

  • Revuz, André. 1969. Further training of mathematics teachers of secondary level. Educational Studies in Mathematics 1: 493–498.

    Article  Google Scholar 

  • Schubring, Gert. 1983. Die Entstehung des Mathematiklehrersberufs im 19. Jahrhundert. Weinheim: Beltz Verlag.

    Google Scholar 

  • Schubring, Gert. 1985a. Essais sur l’histoire de l’enseignement des mathématiques. Recherches en Didactiques des Mathématiques 5(3): 343–385.

    Google Scholar 

  • Schubring, Gert. 1985b. Die Geschichte des Mathematiklehrerberufs in mathematikdidaktischer Perspektive. ZDM 85(1): 20–26.

    Google Scholar 

  • Schubring, Gert. 1999. Analysis of historical textbooks in mathematics. Rio de Janeiro: Pontifícia Universidade Católica.

    Google Scholar 

  • Shuard, Hilary a.o. 1976. The training and professional life of teachers of mathematics. London: The Royal Society.

    Google Scholar 

  • Shulman, L.S. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher 15(2): 4–14.

    Article  Google Scholar 

  • Smid, Harm Jan. 1997. Een onbekookte nieuwigheid? Invoering, omvang, inhoud en betekenis van het wiskundeonderwijs op de Franse en Latijnse scholen 1813–1865. Delft: Delft University Press.

    Google Scholar 

  • Smid, Harm Jan. 2008. Lerarenopleidingen in de eerste helft van de negentiende eeuw. Euclides 83(8): 402–405.

    Google Scholar 

  • Stefanova, Natalya. 2010. The preparation of mathematics teachers in Russia: Past and present. In Russian mathematics education. History and world significance, ed. Alexander Karp and Bruce R. Vogeli. Singapore: World Scientific.

    Google Scholar 

  • Turner, Ivan Stewart. 1939. The training of mathematics teachers for secondary schools in England and Wales and in the United Sates. New York: Bureau of Publication Teachers College, Columbia University.

    Google Scholar 

  • Vetter, Quido. 1933. (Commission Internationale de l’enseignement mathématique) La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Tchécoslaviquie. L’enseignement mathématique 32: 381–394.

    Google Scholar 

  • Williams, Elizabeth May a.o. 1963. The supply and training of teachers of mathematics. London: Bell.

    Google Scholar 

  • Wirkinger, H., Hahn Erwin, and Hans Kruppa. 1933. (Commission Internationale de l’enseignement mathématique) La preparation théorique et pratique des professeur de mathématiques de l’enseignement secondaire dans les divers pays. II Rapports des delegations nationale: Autriche. L’enseignement mathématique 32: 360–364.

    Google Scholar 

  • Young, Jacob William Albert. 1925. The teaching of mathematics in the elementary and the secondary school. New York: Longmans, Green.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Delft University of Technology, Delft, Netherlands

    Harm Jan Smid

Authors
  1. Harm Jan Smid
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Harm Jan Smid .

Editor information

Editors and Affiliations

  1. Teachers College, Columbia University, New York, New York, USA

    Alexander Karp

  2. Universität Bielefeld Institut für Didaktik der Mathematik, Bielefeld, Germany

    Gert Schubring

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Smid, H.J. (2014). History of Mathematics Teacher Education. In: Karp, A., Schubring, G. (eds) Handbook on the History of Mathematics Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-9155-2_29

Download citation

Publish with us

Policies and ethics

Search

Navigation