Learning to teach mathematics is a complex undertaking, and in the last twenty years there has been a great deal of research looking at aspects of the process. There are many ways one might structure an analysis of research on learning to teach mathematics. It is clear, though, from all the research on learners in all kinds of situations that what student teachers bring to their teacher education courses in terms of prior knowledge, experience, attitudes, beliefs, goals, fears, hopes, and expectations has to be a key factor in preparing for and teaching those courses and hence for research.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Adler, A., & Davis, Z. (2006). Opening another black box: Researching mathematics for teaching in mathematics teacher education. Journal for Research in Mathematics Education, 36(4), 270–296.
Amato, S. A. (2005). Improving student teachers’ understanding of multiplication by two-digit numbers. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Arnot, M., & Reay, D. (2004). Voice research, learner identities and pedagogic encounters. Paper presented at Third International Basil Bernstein Symposium, Cambridge.
Bednarz, N., & Proulx, J. (2005). Practices in mathematics teacher education programs and classroom practices of future teachers: from the educator’s perspectives and rationales to the interpretation of them by the future teachers. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Brown, A., & Dowling, P. (1998). Doing research/reading research: a mode of interrogation for education. London: Falmer.
Brown, T., & McNamara, O. (2005). New teacher identity and regulative government: the discursive formation of primary mathematics teacher education. New York: Springer
Clarke, D. (Ed.). (2001). Perspectives on practice and meaning in mathematics and science classrooms. Dordrecht: Kluwer.
Ensor, P. (2001). From preservice mathematics teacher education to beginning teaching: a study in recontextualizing. Journal for Research in Mathematics Education, 32(3), 296–320.
Gadanis, G., & Namukasa, I. (2005). Math therapy. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Kanes, C., & Lerman, S. (2007). Developing the concept of community of practice. In A. Watson & P. Winbourne (Eds.), New directions for situated cognition in mathematics edu- cation, (pp. 310–326). New York: Springer.
Lerman, S. (1990). Alternative perspectives of the nature of mathematics and their influence on the teaching of mathematics. British Educational Research Journal, 16(1), 53–61
Lerman, S. (2002). Situating research on mathematics teachers’ beliefs and on change. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: a hidden variable in mathematics education? (pp. 233–243). Dordrecht: Kluwer.
Moreira, P. C., & David, M. M. M. S. (2005). Mathematics in teacher education versus mathematics in teaching practice: a revealing confrontation. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Morselli, F. (2005). Reflections on pre-service primary teachers’ needs and difficulties: their “relation to mathematics”. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Movshovitz-Hadar, N. (2005). Bridging between mathematics and methods courses for pre-service education of high school mathematics teachers. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Proulx, J. (2005). “Objectives to work on” vs “objectives to attain”: A challenge for mathematics teacher education curriculum? Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Rowland, T., Huckstep, P., & Thwaites, A. (2005). Reflecting on prospective elementary teachers’ mathematics content knowledge: the case of Laura. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Winsløw, C., & Durand-Guerrier, V. (2005). Education of lower secondary mathematics teachers in Denmark and France: a comparative study of characteristics of the systems and their products. Paper presented at the conference of the 15th ICMI Study on the Professional Education and Development of Teachers of Mathematics, Águas de Lindóia, Brazil.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media LLC
About this chapter
Cite this chapter
Lerman, S. et al. (2009). Studying Student Teachers’ Voices and Their Beliefs and Attitudes. In: Even, R., Ball, D.L. (eds) The Professional Education and Development of Teachers of Mathematics. New ICMI Study Series, vol 11. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09601-8_8
Download citation
DOI: https://doi.org/10.1007/978-0-387-09601-8_8
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-09600-1
Online ISBN: 978-0-387-09601-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)