Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development

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Lin, Fou-Lai and Rowland, Tim (2016) Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development. In: The Second Handbook of Research on the Psychology of Mathematics Education. Springer, pp. 483-520. ISBN 978-94-6300-561-6

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Abstract

As Adler, Ball, Krainer, Lin and Novotna (2005) remarked in their landmark ICME survey report, research into mathematics teacher education was rather sparse until the mid-1990s. From its roots in mathematics and psychology – witness the name of the sponsor organisation of this handbook – the output of researchers in mathematics (or ‘mathematical’) education had previously been more directed, and often in an anecdotal way, towards learners, curricula, purposes and innovative instruction (Kilpatrick, 1992).

Item Type:	Book Section
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Related URLs:	https://link.springer.com/book/10.1007/9...
Depositing User:	Pure Connector
Date Deposited:	18 Jul 2017 05:08
Last Modified:	22 Oct 2022 00:02
URI:	https://ueaeprints.uea.ac.uk/id/eprint/64142
DOI:	10.1007/978-94-6300-561-6_14

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