Titlebook: Making Sense of Mathematics Teacher Education; Fou-Lai Lin,Thomas J. Cooney Book 2001 Springer Science+Business Media New York 2001 commun

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Book 2001mples thus enhancing the book‘s readability for international readers. BACKGROUND OF THE BOOK The book was inspired by the obvious need to address issues in mathematics teacher education. In particular, the following mission statement for the newly established Journal of Mathematics Teacher Educatio

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A Review of Research Perspectives on Mathematics Teacher Education of the implicit assumptions about the process of teacher learning. I propose that social theories of teacher learning that draw on notions of developing identities are more relevant and fruitful for these domains of educational research.

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Investigating Mathematics and Learning to Teach Mathematicswledge. I conclude with examples of work, done by preservice and inservice teachers and by teams of teachers and researchers focusing on pupils’ investigative work in mathematics classes, that illustrate the educational value of this activity and discuss the roles of the teacher.

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Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learnerscomplementary roles, relationships, and learning outcomes of the various participants. From these illustrative examples, some general principles for co-learning partnerships are suggested and issues raised, followed by questions and areas for further research.

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