國立虎尾科技大學 |

Educating prospective secondary mathematics teachers = knowledge, identity, and pedagogical practices /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Educating prospective secondary mathematics teachers/ edited by Marilyn E. Strutchens ... [et al.].
其他題名:	knowledge, identity, and pedagogical practices /
其他作者:	Strutchens, Marilyn E.
出版者:	Cham :Springer International Publishing : : 2018.,
面頁冊數:	vi, 328 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	Mathematics teachers. -
電子資源:	http://dx.doi.org/10.1007/978-3-319-91059-8
ISBN:	9783319910598

Educating prospective secondary mathematics teachers = knowledge, identity, and pedagogical practices /
Educating prospective secondary mathematics teachersknowledge, identity, and pedagogical practices /[electronic resource] :edited by Marilyn E. Strutchens ... [et al.]. - Cham :Springer International Publishing :2018. - vi, 328 p. :ill., digital ;24 cm. - ICME-13 monographs,2520-8322. - ICME-13 monographs..

Introduction -- Section I. Field Experience -- The Structure of Student Teaching Can Change the Focus to Students' Mathematical Thinking -- Transforming Secondary Mathematics Teacher Preparation Via a Networked Improvement Community: Focus on Clinical Experiences -- Pre-Service Teachers' Reflections on Their Teaching -- Gaining Valuable Field Experience Through the Use of Informal Learning Environments -- Diagnosis-based Adaptations of Mathematics Lessons -- Section II. Use of Technologies and Tools -- Contemporary Framing of Technology in Mathematics Teaching -- Prospective Mathematics Teachers' Perspectives on Technology -- Preservice Mathematics Teachers' Effective Use of Technology: Analyzing the Cognitive Demands of Technology-Based Instructional Activities -- Section III. Mathematics for Teaching -- Prospective Mathematics Teacher Argumentation While Interpreting Classroom Incidents. -- Designing a Competence-based Entry Course for Prospective Secondary Mathematics Teachers -- Nurturing Knowledge of Mathematical Modeling for Teaching -- Future Teachers' Use of Multiplication and Fractions When Expressing Proportional Relationships -- Marking Mathematics Exams as a Tool for Secondary Teacher Training -- Section IV. Professional Identity and Disposition -- Prospective Mathematics Teachers' Professional Identity -- Exploring Pre-service Teachers' Self-perceptions of Mathematical Knowledge for Teaching -- Exploring the Initial Convictions and Mindset of Prospective Mathematics Teachers Towards Modelling -- Conclusion.

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.

ISBN: 9783319910598

Standard No.: 10.1007/978-3-319-91059-8doiSubjects--Topical Terms:

1023287
Mathematics teachers.

LC Class. No.: QA11.2

Dewey Class. No.: 510.71

Educating prospective secondary mathematics teachers = knowledge, identity, and pedagogical practices /
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520 $a 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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