Abstract
The notions of mathematics teachers’ knowledge and beliefs have been conceptualized in manifold ways in the literature. Notwithstanding these different conceptualizations, however, the point stands that mathematics teachers’ knowledge and beliefs are important factors to consider both in the study of classroom instruction in mathematics and in thinking about the goals, curriculum, or organization of the education of pre-service mathematics teachers. In this commentary we discuss how the four preceding chapters in this section of the book contribute to this body of research. Specifically, the four chapters contribute, collectively, to the broad issue of describing, elaborating, or conceptualizing kinds of mathematical knowledge and beliefs that are important for the education of pre-service elementary teachers. In doing so, they raise interesting challenges for the curriculum of teacher education and research in this area.
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Stylianides, A.J., Delaney, S. (2018). Pre-service Mathematics Teachers’ Knowledge and Beliefs. In: Stylianides, G., Hino, K. (eds) Research Advances in the Mathematical Education of Pre-service Elementary Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-68342-3_15
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