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.

Inhalt

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