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The book Innovation in Initial Mathematics Teacher Education (IMTE) provides innovative perspectives on content, pedagogy and assessment in IMTE. New perspectives on how content in IMTE has changed to include, for instance, STEM, sustainability, inclusive practices, and new approaches, pedagogy and formative assessment practices in relation to mathematics education in response to the changing educational landscape in this volatile, uncertain, complex, and ambiguous world. The book considers a great number of different international perspectives, and finalises with the discussion of future directions for the field of research in IMTE.
List of contents
Chapter 1 . Introduction.- Section 1. Innovative Perspectives on the content covered in IMTE programs (focused on new perspectives about what is teaching): Chapter 2. Title: The effect of one short experience on changing pre-service secondary mathematics teachers’ planned behaviour in STEM teaching.- Chapter 3. Title: Incorporating a STEM perspective in Initial Mathematics Teacher Education .- Chapter 4. Title: Responsibilities and practices of mathematics teacher educators in relation to sustainable futures: the case for a communal mathematics teacher education .- Chapter 5. Title: Providing access to mathematical practices through practice-based pedagogy.- Chapter 6. Title: Guiding how maths is taught and learnt: Values and valuing in maths education.- Chapter 7. Title: A cycle of approximations of practice for developing mathematics pre-service teachers’ assessment literacy with rich tasks.- Section 2. New approaches and pedagogy of IMTE (focused on new perspective about how is teaching): Chapter 8. Title: Improving preservice teachers’ noticing skills of critical events in instruction through video-taped lesson analysis.- Chapter 9. Title: Initial Mathematics Teacher Education through Lesson Study: Growth of Professional Noticing of Early Career Teachers.- Chapter 10. Title: Potential of the lesson study mathematics workshop to solve prospective teacher perceived necessities.- Chapter 11. Title: Digitally implemented classroom cartoons in mathematics teacher education – The DIVER CREATE tool, vignette-based learning settings and users’ views.- Chapter 12. Title: Preparing preservice mathematics teachers to notice for equity: A focus on design.- Chapter 13. Title: Implementing simulations in mathematics content courses: Analysis of prospective teachers’ approaches to questioning student strategies based on attending and interpreting.- Chapter 14. Title: Bridging theory and practice: An in-situ approach to initial mathematics teacher education.- Section 3. New assessment methodologies for IMTE (focused on new perspectives about how can be measured/assessed pre-service mathematics teachers’ learning/development): Chapter 15. Title: Harnessing the affordances of Digital Portfolios to facilitate metacognition and reflective practice for prospective mathematics teachers.- Chapter 16. Title: Didactic Suitability criteria to organise mathematics teachers’ initial reflection aimed at improving instructional processes in mathematics. The case of gamification.- Chapter 17. Title: Use of narratives to enhance the professional development of prospective teachers during teaching practices.- Chapter 18. Title: Mathematics Teaching Anxiety (AEM).- Chapter 19. Title: Design and Implementation of Precision Training Based on Intelligent Assessment for Professional Development of Initial Mathematics Teacher.- Chapter 20. Summarizing and Forward- Looking Chapter.
About the author
Ceneida Fernández is full professor at the University of Alicante (Spain). Her research is focused on how pre-service mathematics teachers learn the knowledge needed to teach mathematics and how they develop the professional skills for the practice of mathematics teaching in teacher education programs.
Salvador Llinares is full professor at the University of Alicante (Spain). His research is focused on how pre-service mathematics teachers learn the knowledge needed to teach mathematics and how they develop the professional skills for the practice of mathematics teaching in teacher education programs.
Ban Heng Choy is an Associate Professor (Mathematics Education) at the National Institute of Education, Nanyang Technological University (Singapore). His research is focused on how mathematics teachers (pre-service and in-service) can develop their teaching expertise and improve their instruction.
Summary
The book Innovation in Initial Mathematics Teacher Education (IMTE) provides innovative perspectives on content, pedagogy and assessment in IMTE. New perspectives on how content in IMTE has changed to include, for instance, STEM, sustainability, inclusive practices, and new approaches, pedagogy and formative assessment practices in relation to mathematics education in response to the changing educational landscape in this volatile, uncertain, complex, and ambiguous world. The book considers a great number of different international perspectives, and finalises with the discussion of future directions for the field of research in IMTE.
