Preservice mathematics teachers’ knowledge and development

What is it about?

This paper provides a critical review of research on mathematics teacher education, based on studies undertaken in the period 1998-2005. After a brief discussion about the landscape of teacher education, the paper addresses preservice teachers’ mathematics knowledge, knowledge of mathematics teaching, and professional identity.

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Why is it important?

In each point, then paper considers theoretical issues, empirical studies and implications for teacher education. It also addresses theoretical perspectives and research methods in studies of preservice mathematics teachers and concludes by drawing attention to many other problems related to political and institutional aspects of preservice mathematics teacher education.