Research Trends in Mathematics Teacher Education

Foreword.- Preface.- Contributors.- I. Mathematical Knowledge for Teaching in Teacher Education.- Understanding Preservice Teachers' Curricular Knowledge.- Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction.- Using Coordination Classes to Analyze Preservice Middle-Grades Teachers' Difficulties in Determining Direct Proportion Relationships.- A Processes Lens on a Beginning Teacher's Personal and Classroom Mathematics.- Commentary on Section 1: Mounting Progress on Understanding Mathematics Teacher Content Knowledge.- II. Beliefs and Identities in Mathematics Teacher Education.- Photo-Elicitation/Photovoice Interviews to Study Mathematics Teacher Identity.- Teachers, Attributions, and Students' Mathematical Work.- Teacher Identity and Tensions of Teaching Mathematics in High-Stakes Accountability Contexts.- Teachers' Learning Journeys Toward Reasoning and Sense Making.- Commentary on Section 2: Attending to Teachers in Mathematics Teacher Education Research.- III. Tools and Techniques for Supporting Teacher Learning.- Preservice Elementary Mathematics Teachers' Emerging Ability to Write Problems to Build on Children's Mathematics.- Examining the Relationship Between Preservice Elementary Teachers' Attitutudes Toward Mathematics and Professional Noticing Capacities.- Transitions in Prospective Mathematics Teacher Noticing.- Teachers' Uses of a Learning Trajectory as a Tool for Mathematics Lesson Planning.- Commentary on Section 3: Research on Teachers' Focusing on Children's Thinking: Teacher Noticing and Learning Trajectories.- Overall Commentary: Understanding and Changing Teachers.- Author Index.- Subject Index.

Dr. Keith Leatham is Associate Professor of mathematics education at Brigham Young University in Provo, UT. His research focuses on understanding how preservice teachers learn to facilitate student mathematics learning. He has published in the Journal for Research in Mathematics Education, Contemporary Issues in Technology and Teacher Education, Teaching Children Mathematics, and Mathematics Teaching in the Middle School. He served as the associate editor for Journal for Research in Mathematics Education in 2004-2008. Dr. Jane-Jane Lo is Associate Professor of mathematics education at Western Michigan University, Kalamazoo, Michigan. She has a long-term research interest in studying the process of mathematical learning and concept development. She has published in both research and practitioner journals, including the Journal for Research in Mathematics Education, Educational Studies in Mathematics, Journal for Research in Mathematics Education, Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Mathematics Teacher. She and Laura Van Zoest and James Kratky co-edited the 2012 PME-NA conference proceedings. Dr. Laura R. Van Zoest earned a PhD in Mathematics Education from Illinois State University, and joined the mathematics department at Western Michigan University as a mathematics educator in 1994. She was promoted to full professor in 2005 and has been a visiting scholar at the University of Cambridge, England (2001-02) and the University of Michigan (2011-12). Dr. Van Zoest has published in the Journal for Research in Mathematics Education, Journal of Mathematics Teacher Education, Teacher and Teacher Education, Mathematics Teacher Educator and the Mathematics Teacher. She was editor of Teachers Engaged in Research: Inquiry into Mathematics Practice, 9-12, and guest co-editor of the ZDM: The International Journal on Mathematics Education focus issue Theoretical frameworks in research on and with mathematics teachers.