Borders in mathematics pre-service teacher education
著者
書誌事項
Borders in mathematics pre-service teacher education
Springer, c2020
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers.
目次
Introduction: Borders in Mathematics Pre-service Teacher Education (Limin Jao, McGill University, Canada and Nenad Radakovic, College of Charleston, United States of America)
Section One: Curricular Borders in Mathematics Pre-service Teacher Education
Chapter 1 - Secondary pre-service teachers' experiences in a numeracy course (Jennifer Hall and Helen Forgasz, Monash University, Australia) - see attached abstract
Chapter 2 - Continuous directed scaling: Using dynamic diagrams to model multiplication and division (Justin Dimmel and Eric Pandiscio, University of Maine, USA) - see attached abstract
Chapter 3 - Developing mathematical thinking within pre-service teachers (Potential authors chosen, agreement of contribution to be confirmed)
Chapter 4 - Coding in the mathematics classroom (Potential authors chosen, agreement of contribution to be confirmed)
Section Two: Programmatic Borders in Mathematics Pre-service Teacher Education
Chapter 5 - "They're completely unrelated": Investigating field experiences, methods courses, content courses in teacher education programs (Limin Jao, McGill University, Canada)
Chapter 6 - Elementary versus secondary: Crossing divisions in teacher education (Potential author chosen, agreement of contribution to be confirmed)
Chapter 7 - Initiating mathematics pre-service teachers into a Community of Practice (Potential author chosen, agreement of contribution to be confirmed)
Chapter 8 - Practice-based pedagogy in mathematics pre-service teacher education (Potential author chosen, agreement of contribution to be confirmed)
Chapter 9 - The co-evolution of the mathematics pre-service teacher classroom and the elementary classroom: A process that integrates boundaries (Tina Rapke, York University, Canada) - see attached abstract
Section Three: Societal Borders in Mathematics Pre-service Teacher Education
Chapter 10 - Blurring gender lines in mathematics pre-service teacher education (Potential author chosen, agreement of contribution to be confirmed)
Chapter 11 - Cultural borders in mathematics pre-service teacher education (Potential author chosen, agreement of contribution to be confirmed)
Chapter 12 - Navigating and negotiating race and racial identity in mathematics: Teaching and learning lessons for teachers and teacher educators (Mahtab Nazemi, Thompson Rivers University, Canada)
Chapter 13 - Supporting pre-service teachers' knowledge for teaching authentic mathematics (Nenad Radakovic and mutindi ndunda, College of Charleston, USA)
Section Four: Geographic Borders in Mathematics Pre-service Teacher Education
Chapter 14 - Immigrant mathematics pre-service teachers (Potential author chosen, agreement of contribution to be confirmed)
Chapter 15 - Refugees and the migrant crisis: Preparing pre-service mathematics teachers to deal with challenging circumstances (Potential author chosen, agreement of contribution to be confirmed)
Chapter 16 - Developing teacher knowledge in pre-service teachers: An approach based on crossing multiple boundaries (Reka Szasz, Budapest Semesters in Mathematics Education, Hungary and Ryota Matsuura, St. Olaf College, USA) - see attached abstract
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