Overview

This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.

Full Product Details

9789004424203

Table of Contents

Reviews

Throughout the text, key topics include self-based inquiry methodologies, teacher educators versus didacticians, collaboration among prospective and practicing teachers, teaching mathematics to prospective teachers, knowledge needed by teacher educators, and an urgent call for additional research. Author teams are composed of mathematics educators from around the world, ensuring the text's international perspective. Summing Up: Recommended . J. Johnson, in CHOICE, 58 (7), 2021.

Author Information

Kim Beswick is Professor of Mathematics Education and Head of the School of Education at the University of New South Wales. She has published extensively on mathematics teachers’ beliefs and knowledge, and professional learning for teachers of mathematics. Olive Chapman is Professor of Mathematics Education at the University of Calgary, Canada. She served as editor-in-chief of the Journal of Mathematics Teacher Education and a member of the Board of Directors of the National Council of Teachers of Mathematics.

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