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## Details

Genre/Form: | Electronic books |
---|---|

Material Type: | Document, Internet resource |

Document Type: | Internet Resource, Computer File |

All Authors / Contributors: |
Marilyn E Strutchens; Rongjin Huang; Despina Potari; Leticia Losano |

ISBN: | 9783319910598 3319910590 |

OCLC Number: | 1038796816 |

Description: | 1 online resource (vi, 328 pages) : illustrations |

Contents: | Introduction -- The Structure of Student Teaching Can Change the Focus to Students' Mathematical Thinking -- Improving 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: Analysis of the Implementation by Prospective Teachers During Practical Phases -- 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 -- 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. A tool for secondary teacher education -- 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 and looking ahead. |

Series Title: | ICME-13 Monographs. |

Responsibility: | Marilyn E. Strutchens [and 3 others]. |

### Abstract:

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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