Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.
Table of Content
Chapter 1. Introduction: The learning and development of mathematics teacher educators.- Part 1: The nature of mathematics teacher educator expertise.- Chapter 2. What do mathematics teacher educators need to know? Reflections emerging from the content of mathematics teacher education.- Chapter 3. Applying the knowledge quartet to mathematics teacher educators: A case study undertaken in a co-teaching context.- Chapter 4. The research mathematicians in the classroom: How their practice has potential to foster student horizon.- Chapter 5. Pedagogical tasks towards extending mathematical knowledge: Notes on the work of teacher educators.- chapter 6. Characterisation of mathematics teacher educators’ knowledge in terms of teachers’ professional potential and challenging content for mathematics teachers.- Chapter 7. Learning to Teach Mathematics: How secondary prospective teachers describe the different beliefs and practices of their mathematics teacher educators.- Part 2. Learning and developing as a mathematics teacher educator.- Chapter 8. Supporting mathematics teacher educators’ growth and development through communities of practice.- Chapter 9. Artifact-enhanced collegial inquiry: Making mathematics teacher educator practice visible.- Chapter 10. Working with awareness as mathematics teacher educators: Experiences to issues to actions.- Chapter 11. Mapping the territory: Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator.- Chapter 12. From researcher in pure mathematics to primary school mathematics teacher educator.- Chapter 13. Shaping our collective identity as mathematics teacher educators.- Chapter 14. The influence of and interactions between different contexts in the learning and development of mathematics teacher educators.- Chapter 15. Mathematics teacher educators’ learning in supporting teachers to link mathematics and workplace situations in classroom teaching.- Chapter 16.Mathematics teacher educators learn from dilemmas and tensions in teaching about/through culturally relevant pedagogy.- Chapter 17. Supporting mathematics teacher educators in China: Challenges and opportunities.- Part 3. Methodological challenges in researching mathematics teacher educator expertise, learning and development.- Chapter 18. What influences mathematics teacher educators’ decisions in course design? Activity theory and professional capital as an investigative approach.- Chapter 19. Researching modelling by mathematics teacher educators: Shifting the focus onto teaching practices.- Chapter 20. Mathematics teacher educators within the new technological environments: Changing the perspective.- Part 4. Commentaries.- Chapter 21. Mathematics teacher educator knowledge for teaching teachers.- Chapter 22. Who are we as MTEs – How do we learn and develop?.
About the author
Merrilyn Goos is Professor of STEM Education at the University of Limerick, Ireland, and Director of the university’s Centre for STEM Education (EPI*STEM). Previously she was Professor and Head of the School of Education at The University of Queensland, Australia, and Professor of Mathematics Education at Loughborough University, UK. Goos has substantial experience and expertise herself as a mathematics teacher educator, having designed, coordinated and taught secondary mathematics methods courses for ten years. In 2003 the quality of her work as an MTE was recognised by a University of Queensland Award for Excellence in Teaching, and in 2004 she gained national recognition by winning an Australian Award for University Teaching. She is also the lead author of Teaching Secondary School Mathematics, a research-based textbook for pre-service mathematics teacher education. Since its publication in 2007 it has been widely adopted in universities in Australia and New Zealand. She has also published articles in most of the major mathematics education journals (e.g., Journal for Research in Mathematics Education, Educational Studies in Mathematics, ZDM, Journal of Mathematics Teacher Education, Mathematics Education Research Journal, Journal of Mathematical Behavior, For the Learning of Mathematics) and her body of published work has more than 5700 citations.
Kim Beswick is a Professor of Mathematics Education and Head of the School of Education at the University of New South Wales, Sydney, Australia. A Research Award from the Mathematics Education Research Group of Australasia (MERGA) recognised her research nationally in 2014. As an MTE for 15 years at the University of Tasmania, Beswick’s expertise was recognised by two University Awards Teaching Excellence (2006, 2011). She received an Australian Learning and Teaching Council Citation for Outstanding Contributions to Student Learning (2008) and was the leader of a mathematics education team that received an Australian Award for Teaching Excellence (2012). Beswick is active in national mathematics education agendas, contributing to and leading work related to curriculum, teacher education policy development and implementation, and conference organisation. She is an author of Teaching mathematics: Foundations to Middle Years, a widely adopted text for preservice teachers in Australia that has also been adapted for use in South Africa. She has published articles in many of the major mathematics education journals (e.g., Educational Studies in Mathematics, ZDM, Journal of Mathematics Teacher Education, Mathematics Education Research Journal, Journal of Mathematical Behavior) and is an Associate Editor of the Journal of Mathematics Teacher Education.
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