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Making Sense of Mathematics Teacher Education pp 147–163Cite as

Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers

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Abstract

Many teachers are now incorporating a broader range of strategies into their teaching, including problem solving, investigations and open-ended questions. Among other things, such teaching requires teachers to talk less but to make more decisions. The acknowledgment of this complexity and the centrality of active decision making have implications for teacher education and teacher development, and for the strategies and resources used.

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Author information

Authors and Affiliations

  1. Australian Catholic University, Australia

    Peter Sullivan

  2. Deakin University, Australia

    Judy Mousley

Authors
  1. Peter Sullivan
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  2. Judy Mousley
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Editor information

Editors and Affiliations

  1. National Taiwan Normal University, Taipei, Taiwan

    Fou-Lai Lin

  2. University of Georgia, Athens, GA, USA

    Thomas J. Cooney

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© 2001 Springer Science+Business Media Dordrecht

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Sullivan, P., Mousley, J. (2001). Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers. In: Lin, FL., Cooney, T.J. (eds) Making Sense of Mathematics Teacher Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0828-0_7

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  • DOI: https://doi.org/10.1007/978-94-010-0828-0_7

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-0-7923-6986-8

  • Online ISBN: 978-94-010-0828-0

  • eBook Packages: Springer Book Archive

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