Discusses the importance of teacher reflection in education. Draws distinctions between refection in practice, reflection on practice, and reflection for practice. Makes three propositions that suggest a range of potentially fruitful research questions. (ASK)

Examine resources and their use in school mathematics from the perspective of mathematics teacher education with a view to the practice of school mathematics. Provides examples of resource use within an in-service teacher education research project in South Africa. Concludes that mathematics teacher education needs to focus more attention on…

Investigates from students', professors', and researchers' perspectives the effects of a reform-based introductory undergraduate mathematics course and the efforts of a mathematics professor to teach such a course. Indicates that teacher candidates and the professor took an important step toward enculturation into a reform-based vision of…

Discusses findings from an investigation into 42 prospective elementary teachers' views of mathematics teaching and learning with the focus on how the participants saw the roles of teachers, pupils, and mathematics in mathematics classes as they communicated their views in journals written during the study. Some teachers expressed a tendency to…

Discusses the creation of the Instituts Universitaires de Formation des Maitres. Describes the elements of the articulation between theory and practice in preservice secondary mathematics teacher education in France. (ASK)

Presents an overview of two surveys that focused on French teachers' classroom practices, the first of which provides an overview of the difficulties experienced by beginning teachers while the second survey provides a more detailed description of the classroom practices of experienced teachers. Proposes a research project on teacher professional…

Documents the findings of a three-phase research project that led to the development of a teaching/learning framework for promoting thinking and understanding in mathematics classrooms. Contributes to a growing body of empirically-based knowledge that seeks to bridge the gap between theory and practice. (Contains 31 references.) (Author/ASK)

Examines some reasons for the gap between teacher education and school practices, a potential conflict between teacher educator's views and pre-service teacher's own views of their learning, and negligence in examining the discourses within which educational practices are constituted. (Contains 37 references.) (Author/ASK)

Examines primary teachers' beliefs about teaching, learning, and assessing mathematics. Considers the relationships between these beliefs and specific teacher characteristics such as gender, years of experience, grade level, and qualifications in mathematics. Indicates that female teachers score higher than male teachers on using assessment to…

Explores how a group of 11 preservice secondary mathematics teachers developed their understanding of what it means to teach for understanding. Begins with a discussion of what teaching for understanding might look like in practice. Discusses the activities the students took part in and presents evidence of their learning. (Contains 20…

Describes the development of a web-based resource on school practice designed to support preservice mathematics teachers. Conducts focus group discussions to gain ideas from students about the type of support that would be most helpful to them as they prepare to teach mathematics lessons, and how the university might be able to assist with these…

Explores the use of a multimedia program on assessment strategies within a preservice teacher mathematics method unit and investigates the extent of transfer to classroom practice. Indicates that all students used a variety of assessment strategies and according to the beliefs of the students themselves, were influenced in their use of strategies…

Describes the mathematics education component of one early childhood teacher education program and explores how the school mathematics curriculum can provide a meaningful framework for the mathematical learning of very young children. Examines a variety of issues pertaining to the early emergence and development of mathematical concepts. (Contains…

Investigates whether new teaching resources and minimal support could help teachers make a difference to children's understanding of decimal numeration. Indicates that teachers who used the resources achieved an educationally and statistically significant improvement in decimal understanding. (Contains 19 references.) (Author/ASK)

Considers 33 preservice secondary mathematics teachers' solutions to a famous sampling problem with particular interest on the use of intuition and/or formal mathematics in reaching a conclusion. Considers the relationship of solution strategy to students' background in formal mathematics and gender. Discusses implications for teaching statistics…