Borders in mathematics pre-service teacher education.

Sonst. Personen	Radakovic, Nenad (Hrsg.); Jao, Limin (Hrsg.)
Titel	Borders in mathematics pre-service teacher education.
Quelle	Cham: Springer (2020), xxiv, 281 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen 21; Diagramme
Zusatzinformation	Titelbild
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-44291-0; 978-3-030-44292-7; 978-3-030-44293-4; 978-3-030-44294-1
DOI	10.1007/978-3-030-44292-7
Schlagwörter	Empirische Forschung; Interview; Methodologie; Qualitative Forschung; Chancengleichheit; Problemlösen; Wahrnehmung; Kultureinfluss; Ethnografie; Algebra; Arithmetik; Australien; Chancengleichheit; Curriculum; Geometrie; Interview; Kanada; Lehrer; Mathematikunterricht; Bildungsstandards; Schulreform; Wahrnehmung; Erkenntnistheorie; Lehramtsstudent; Problemlösen; Rassismus; Ungarn; USA; Schulreform; Internationaler Vergleich; Leistungsbeurteilung; Methodologie; Modellierung; Studentenaustausch; Empirische Forschung; Interdisziplinarität; Sekundarbereich; Lehrer; Lehramtsstudent; Lehrerausbildung; Leistungsbeurteilung; Curriculum; Inklusion; Geschichte (Histor); Algebra; Arithmetik; Geometrie; Mathematikunterricht; Mathematische Kompetenz; Mathematisches Denken; Erkenntnistheorie; Internationale Zusammenarbeit; Rassismus; Studentenaustausch; Studienplan; Master-Studiengang; Internationaler Vergleich; Interdisziplinarität; Modellierung; Australien; Kanada; USA; Ungarn
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2