Focuses on two main issues concerning the mathematics education of prospective primary school teachers in Greece: the integration of mathematics and pedagogy, and the relationship of theory to practice. Discusses specific teaching approaches concerning the problem of integration both in mathematics and in mathematics education courses. (Contains…

Discusses a 4-year action research project that involved the development of effective assessment tools for preservice mathematics teachers. Focuses on peer assessment in which students reviewed posters created by their peers. Concludes that peer assessment is an effective tool for assessment in preservice mathematics teacher education but must not…

Analyzes the interrelations between prospective and practicing teachers' learning of the mathematics of change and the development of their emerging understanding of effective mathematics teaching. Develops novel computer-based activities to challenge participants' mathematical understandings and requires them to use technology during short…

Contrasts four elementary teachers who were graduates of a teacher education program that incorporated a reform-based mathematics methods course. Suggests that there were several factors that influenced the teachers' conceptions and the choices they made in their teaching. Factors included personal commitment, professional strength, curriculum,…

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…

Presents an account of one teacher's mathematics teaching and the perspective that underlies it. Contributes two important aspects of mathematics teacher development from traditional to reform-oriented teaching. Describes teachers' perspectives: assimilatory structures that constrain and afford (a) the sense they make of professional development…

Introduces and reflects on recent developments in German elementary teacher education programs with respect to a "listening" orientation towards mathematics teaching. Focuses on student teachers' professional learning processes while they collect, collectively interpret, and analyze qualitative data from primary classroom episodes in which…

Presents the case of a year long course based on fieldwork activities provided to secondary school mathematics preservice teachers just before their student teaching practicum. Argues that fieldwork experiences may help prospective teachers in developing a professional discourse and in assuming a professional identity. (Author/MM)

Summarizes and critiques research on the role of mathematics content knowledge in the preparation and teaching practice of elementary (K-8) teachers in the United States. Calls for future research to give us longitudinal "videotapes" of teachers' knowledge and how it is developed and used in a variety of contexts. (Author/MM)

Highlights the issues raised with regard to preservice teacher confidence, attitude and course provision by the decision to expose them to deficits in their content knowledge at the beginning of their training period. (Author/MM)

Discusses the nature of the current emphasis on numeracy in Australian teacher training. Describes the rationale, development and delivery of the first year of the "Numeracy Across the Curriculum" unit, provides a brief evaluation from the perspective of staff and students, and discusses what impact such teacher education programs might have on…

Describes a professional development program for secondary school mathematics teachers in which the focus of the program is mathematical definition. The program aimed to develop teachers' subject matter knowledge including knowledge of the substance of mathematics and knowledge about the nature and discourse of mathematics. (Author/MM)

Describes a series of five one semester courses attended jointly by prospective and practicing teachers of grades K-8 and in which practicing teachers act as mentors for prospective teachers. (Author/MM)

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)