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Educating Prospective Secondary Mathematics Teachers

Knowledge, Identity, and Pedagogical Practices

Marilyn E. Strutchens (Hrsg.), Leticia Losano (Hrsg.), Rongjin Huang (Hrsg.), Despina Potari (Hrsg.)

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Springer International Publishing img Link Publisher

Geisteswissenschaften, Kunst, Musik / Schulpädagogik, Didaktik, Methodik

Beschreibung

This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics. 

Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher’ success in developing pedagogical strategies that lead toward students’ mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers ´professional identities.


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Schlagwörter

mathematical knowledge for teaching, Students' mathematical thinking, Prospective mathematics educators, Mathematics teacher education, Technology-based instructional activities, field experiences in Mathematics, Secondary Preservice teachers, Prospective mathematics teacher, Preservice mathematics teacher, Informal learning environments, Proportional relationships, Mathematical Modeling for teaching, learning and instruction, Prospective Secondary Mathematics teachers, Technological Pedagogical knowledge