Mathematics Teacher Education: Critical International Perspectives

Mathematics Teacher Education: Critical International Perspectives

Mathematics Teacher Education: Critical International Perspectives

Mathematics Teacher Education: Critical International Perspectives


Math education is currently a "hot" issue, and there is substantial exchange between researchers around the world as they try to determine why so many children fail at a subject deemed crucial for economic survival. This timely book charts current thinking and trends in math teacher education around the world, and looks critically at the inservice education of math teachers. The two parts of the book explore processes, practices and issues, relating them to current philosophies of teacher education. The book provides insight into the successes and shortcomings of many different approaches to math education, and will broaden the selection from which mathematics teacher educators can choose their own approaches.


Mathematics education is established world-wide as a major area of study, with numerous dedicated journals and conferences serving ever-growing national and international communities of scholars. As it develops, research in mathematics education is becoming more theoretically orientated. Although originally rooted in mathematics and psychology, vigorous new perspectives are pervading it from disciplines and fields as diverse as philosophy, logic, sociology, anthropology, history, women's studies, cognitive science, semiotics, hermeneutics, post-structuralism and post-modernism. These new research perspectives are providing fresh lenses through which teachers and researchers can view the theory and practice of mathematics teaching and learning.

The series Studies in Mathematics Education aims to encourage the development and dissemination of theoretical perspectives in mathematics education as well as their critical scrutiny. It is a series of research contributions to the field based on disciplined perspectives that link theory with practice. The series is founded on the philosophy that theory is the practitioner's most powerful tool in understanding and changing practice. Whether the practice concerns the teaching and learning of mathematics, teacher education, or educational research, the series offers new perspectives to help clarify issues, pose and solve problems, and stimulate debate. It aims to have a major impact on the development of mathematics education as a field of study in the third millennium.

Currently, world-wide attention is being given to the development and enhancement of mathematics teaching and mathematics teacher education. As this volume illustrates, many states and countries in the Americas, Europe, Africa, Asia and the Pacific region are implementing programmes of inservice teacher education and development. In England and Wales, for example, a new legal framework for a National Curriculum for Teacher Training has been established, together with strict guidelines on the funding and accreditation of inservice teacher education.

Just as more diverse practices than ever can now be identified in this area, so too research in teacher education has grown in volume. Furthermore, the lack of attention to specific subject matter in research on teaching and teacher education, as decried by Lee Shulman in his AERA presidential address of 1986, is no longer true for the area of mathematics. One might even say there has been a renaissance of research on mathematics teaching and teacher education since then. For as well as many scores of research reports and papers in this area a new international journal in mathematics teacher education has been founded (edited by Tom Cooney). The present volume is part of this renaissance.

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