Mathematics teacher education: Coping with multiple demands

Robin Averill, Fiona Ell, Jodie Hunter

Abstract



Full Text:

XML PDF

References


Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407. doi: 10.1177/0022487108324554

Blair, S. L., & Rich, B. S. (2011). Characterizing the development of specialized mathematical content knowledge for teaching in algebraic reasoning and number theory. Mathematical Thinking and Learning, 13(4), 292-321.

Ricks, T. E. (2011). Process reflection during Japanese Lesson Study experiences by prospective secondary mathematics teachers. Journal of Mathematics Teacher Education, 14, 251-267. doi: 10.1007/s10857-010-9155-7

Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Clevedon, UK: Multilingual Matters Ltd.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

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

Silverman, J., & Thompson, P. W. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11, 499-511. doi: 10.1007/s10857-008-9089-5

Tchoshanov, M. A. (2011). Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics. Educational Studies in Mathematics, 76(2), 141–16


Refbacks

  • There are currently no refbacks.