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|a Borders in mathematics pre-service teacher education /
|c Nenad Radakovic, Limin Jao, editors.
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|a Cham :
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|c 2020.
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|a 1 online resource (292 pages)
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|a text
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|a Includes index.
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|a Print version record.
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|a Introduction: Borders in Mathematics Pre-service Teacher Education -- Part I: Curricular Borders in Mathematics Pre-service Teacher Education -- Chapter 1: Secondary Pre-Service Teachers' Experiences in a Numeracy Course -- Chapter 2: Continuous Directed Scaling: Using Dynamic Diagrams to Model Multiplication and Division -- Chapter 3 -- Developing Mathematical Thinking within Pre-Service Teachers.-Chapter 4: Coding in the mathematics classroom -- Part II: Programmatic Borders in Mathematics Pre-service Teacher Education -- Chapter 5: "They're Completely Unrelated": Investigating Field Experiences, Methods Courses, Content Courses in Teacher Education Programs -- Chapter 6: Elementary Versus Secondary: Crossing Divisions in Teacher Education -- Chapter 7: Initiating Mathematics Pre-Service Teachers into a Community of Practice -- Chapter 8: Practice-Based Pedagogy in Mathematics Pre-Service Teacher Education -- Chapter 9: The Co-Evolution of the Mathematics Pre-Service Teacher Classroom and the Elementary Classroom: A Process that Integrates Boundaries -- Part III: Societal Borders in Mathematics Pre-service Teacher Education -- Chapter 10: Blurring Gender Lines in Mathematics Pre-Service Teacher Education -- Chapter 11: Cultural Borders in Mathematics Pre-Service Teacher Education -- Chapter 12: Navigating and Negotiating Race and Racial Identity in Mathematics: Teaching and Learning Lessons for Teachers and Teacher Educators -- Chapter 13: Supporting Pre-Service Teachers' Knowledge for Teaching Authentic Mathematics -- Part IV: Geographic Borders in Mathematics Pre-service Teacher Education -- Chapter 14: Immigrant Mathematics Pre-Service Teachers -- Chapter 15: Refugees and the Migrant Crisis: Preparing Pre-Service Mathematics Teachers to Deal with Challenging Circumstances -- Chapter 16: Developing Teacher Knowledge in Pre-Service Teachers: An Approach Based on Crossing Multiple Boundaries.
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|a This book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers.
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|a Mathematics teachers
|x Training of.
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|a Mathematics teachers
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|a Electronic books.
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|a Radakovic, Nenad.
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|a Jao, Limin.
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|i has work:
|a Borders in mathematics pre-service teacher education (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGWjQKMfYCFgQhhDPRvkcP
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
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|i Print version:
|a Radakovic, Nenad.
|t Borders in Mathematics Pre-Service Teacher Education.
|d Cham : Springer, ©2020
|z 9783030442910
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| 856 |
4 |
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-030-44292-7
|y Click for online access
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