Mathematics teacher education: Coping with multiple demands

Authors

  • Robin Averill Victoria University of Wellington
  • Fiona Ell University of Auckland
  • Jodie Hunter Massey University

Abstract

Author Biographies

Robin Averill, Victoria University of Wellington

Dr Robin Averill works in teacher education at Victoria University of Wellington. Robin’s research interests focus on enhancing equity of access to mathematics achievement and culturally responsive classroom and teacher education practices. Robin has published widely including teaching resources, research publications, and edited books on the teaching and learning of elementary, secondary, and middle school mathematics and statistics.

Fiona Ell, University of Auckland

Jodie Hunter, Massey University

References

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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

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Published

2016-09-06

Issue

Vol. 18 No. 2 (2016)

Section

Editorial