A structured interview process is proffered as an effective means to advance prospective teachers' understandings of students as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three phases with the primary objective of developing listening skills for accessing students'…

This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken…

The development and influence of beliefs in teacher education has been a topic of increasing interest for researchers in recent years. This study explores the responses of a group of prospective primary teachers to attempts to facilitate belief change as part of their initial teacher education programme in mathematics. The students' responses…

The aim of this study is to characterize the discourse of two problem-solving courses for prospective teachers. The data, consisting of audio recordings and field notes, were examined from a dialogical approach combined with the theory of contextualization. I show not only the substantial differences between the two classroom discourses but also…

Sketches the background of the issue "Teams, Communities and Networks", reflects the increasing importance of its theme, and introduces four contributions that include two research papers, one paper dedicated to "Teacher Education Around the World", and a book review. (Author/KHR)

Investigates the arithmetic and algebra word problem-solving skills and strategies of future primary and secondary school teachers. Describes the evolution of these skills and strategies from the beginning to the end of teacher education. Indicates that, in the education of preservice primary and secondary school teachers, there is need for an…

Explores pedagogy for supervision through a case study of one prospective middle school mathematics teacher during her student teaching semester. Characterizes the emerging pedagogy of teaching episodes by use of open-ended questions, shift away from the supervisor's evaluations of the teaching, sustained focus throughout supervision, and an…

Investigates preservice elementary school teachers' content knowledge and pedagogical content knowledge of decimal numeration. Indicates that most preservice teachers were aware of longer-is-larger misconceptions in students but had little awareness of shorter-is-larger misconceptions. Emphasizes content knowledge that integrates different aspects…

Contributes to the conceptualization of the complex terrain that is mathematics teacher education development. Postulates a framework consisting of four stages of development that are distinguished by the domain of activities reflections may focus on and the nature of those reflections. (Author/MM)

Analyzes college geometry courses with regard to content, pedagogy, and assessment based on 30 syllabi and 108 questionnaire responses from randomly selected U.S. colleges and universities. Concludes that common characteristics are evident but wide diversity exists. Notes that a typical geometry course did not emerge from the data. (Contains 20…

The way teachers understand mathematics strongly influences their teaching and what pupils learn. Describes the influence of two variables on preservice teachers' performance: (1) the presence of a formal definition; and (2) previous classroom activities that addressed the concept of the altitude of a triangle. (Contains 30 references.)…

Describes a program for prospective middle school mathematics teachers as part of the Missouri Middle Mathematics Project (MMMP). Provides information about middle grades mathematics certification. (ASK)

Discusses the role of the teacher in teacher-education programs that are designed to enhance mathematics-learning experiences through reform or development of teaching. (Author/ASK)

Presents a conceptual framework for studying the relationship between cognition and the instructional practices of preservice secondary mathematics teachers. Describes how the framework was used as the basis for activities in which preservice teachers engaged in structured reflection upon their teaching as a means toward their professional growth…

Describes an action-research collaboration between a middle school mathematics teacher and a mathematics teacher educator in which the teacher wrote a narrative description of the collaboration and the changes she made in her instructional practice as a result of the collaboration. Contains 34 references. (Author/ASK)