Research on the pre-service education of teachers of mathematics

Merrilyn Goos, Tracey Smith, Steve Thornton

    Research output: Book chapter/Published conference paperChapter

    Abstract

    This review is organised around four conceptual themes reflecting current research perspectives on mathematics teacher education: (1) pre-service teacher learning as growth of mathematical and pedagogical content knowledge (learning as knowing); (2) the role of beliefs and affects in preservice teacher learning (learning as believing and feeling); (3) pre-service teacher learning as a sociocultural activity (learning as becoming); (4) teacher educators researching and reflecting on their own practice (learning as inquiring). Recommendations for advancing research in this field address the need for larger scale multidimensional studies, integration and synthesis of existing studies, and for teacher educators to develop a more critical stance in researching their own practices.
    Original languageEnglish
    Title of host publicationResearch in Mathematics Education in Australasia 2004-2007
    Place of PublicationRotterdam, The Netherlands
    PublisherSense Publishers
    Pages291-312
    Number of pages22
    Volume12
    Edition14
    ISBN (Print)9789087904999
    Publication statusPublished - 2008

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